Schwartz’s theory of the content and structure of human values has been validated mostly with adult (teacher and university student) samples. The present study examines the content and structure of values of middle adolescents in Singapore, the Philippines, Indonesia, and Australia. The 40-item version of the Portrait Values Questionnaire was administered to 230 adolescents in each country (total N = 920; boys and girls were equal) and smallest space analysis was performed. Consistent with theory, the 10 first-order values and the four second-order values, organized in two bipolar dimensions, were identified in all samples. In support of the developmentally modified value model for young people, there was some evidence for the periphery of power to achievement. Interestingly, the location of benevolence and universalism were reversed across all cultural groups, and tradition values separated into self-restriction and faith. Overall, the findings support the claim that Schwartz’s theory of values is neither restricted to adults nor solely based on a particular instrument and is generalizable across diverse national contexts.

Waldrip and Fisher (2000) proposed seven culturally relevant factors that are salient in the educational setting (gender equity, collaboration, competition, deference, modelling, teacher authority, congruence). In relation to these factors, the present study examined differences and congruencies in factor structure (i.e., differences of kind) and mean scores (i.e., differences of degree) among secondary school students in Australia, Singapore, the Philippines and Indonesia. The Cultural Learning Environment Questionnaire (CLEQ; Waldrip & Fisher, 2000) was administered to 920 students (n= 230 for each country, with boys and girls equally represented; mean age = 16 years). Factor analyses showed congruencies across the four samples on five factors. Interestingly, items pertaining to students' deference to and modelling of teachers and peers grouped into one factor for the Australian sample, but separated into two factors (peers and teacher) for the South-East Asian samples. In terms of mean scores on each factor, Australian students were higher than the Singaporean, Filipino and Indonesian students in their inclination to challenge or disagree with the teacher. On the other hand, the three groups of South-East Asian students scored higher than the Australian students in their preferences for collaboration and conformity in the classroom. Implications for counselling relevant to multicultural classroom and school contexts were discussed.

Self-disclosure is an individual's actions to share information about himself to others, whether it is private, less intimate or even everyday information. Adolescent with the development of personal space sometimes need distance and keep many secrets from their parents, and tend to be more open to friends. Parents who are worried about the child's social and personal life will do parental monitoring. Parental monitoring efforts are partly influenced by the social signals displayed by children, meaning that the strength of parental monitoring can be influenced by the degree of self-disclosure. On the other hand, children who try to disclose sometimes get different responses such as reacting positively or negatively from parents. Therefore, we assume that the strength of parental monitoring will also be influenced by parental knowledge. Self-disclosure will be a source of parental knowledge, and this knowledge then determines parental monitoring. If parents do not use the child's disclose to increase knowledge about the child, then the child's self-disclosure will not affect parental monitoring. Through a proportional stratified random sampling technique, it was obtained 394 high school students, to see the link between self-disclosure and parental monitoring with the mediation of parental knowledge. Data were taken using parental monitoring scale from Kerr and Stattin (a=0.83), self-disclosure scale from Wheeless and Grotz (a=0.67), and parental knowledge from Kerr and Stattin (a=0.73). Mediation test results with the model 4 Hayes PROCESS obtained that the relationship between self-disclosure and parental monitoring is fully mediated by parental knowledge of 0.10. This means that self-disclosure in high school students will affect parental monitoring, only if parents have adequate knowledge about their children. AbstrakSelf-disclosure adalah tindakan individu untuk memberitahukan informasi tentang dirinya kepada orang lain, baik berupa informasi yang sangat sensitif, kurang intim atau bahkan informasi sehari-hari. Remaja dengan perkembangan konsep personal space terkadang membutuhkan jarak dan menyimpan banyak rahasia dari orangtuanya, serta cenderung lebih terbuka kepada teman. Orangtua yang khawatir terhadap kehidupan sosial dan pribadi anak akan melakukan parental monitoring. Upaya parental monitoring sebagian dipengaruhi oleh sinyal sosial yang ditampilkan anak, artinya kuat lemahnya parental monitoring dapat dipengaruhi oleh derajat keterbukaan anak sendiri. Di sisi lain, anak yang berusaha terbuka terkadang mendapatkan respon yang berbeda seperti bereaksi positif ataupun negatif dari orangtua. Oleh karena itu kami berasumsi bahwa kuat lemahnya parental monitoring akan dipengaruhi pula oleh parental knowledge. Self-disclosure akan menjadi sumber bagi parental knowledge, dan pengetahuan ini selanjutnya menentukan monitoring yang dilakukan orang tua. Jika orang tua tidak memanfaatkan keterbukaan anak untuk menambah pengetahuan tentang anak, maka self-disclosure anak tidak akan memengaruhi monitoring orang tua.  Melalui teknik proportional stratified random sampling diperoleh 394 siswa SMA, untuk melihat kaitan self-disclosure dan parental monitoring dengan mediasi parental knowledge. Data diambil menggunakan skala parental monitoring dari Kerr dan Stattin (a=0.83), skala self-disclosure dari Wheeless dan Grotz (a=0.67), dan parental knowledge dari Kerr dan Stattin (a=0.73). Hasil uji mediasi dengan model 4 Hayes PROCESS diperoleh bahwa hubungan self-disclosure dan parental monitoring sepenuhnya dimediasi oleh parental knowledge sebesar 0,10. Artinya self-disclosure pada siswa SMA akan memengaruhi parental monitoring, hanya jika orang tua memiliki pengetahuan yang memadai tentang anaknya.

This study provides preliminary evidence for the validity of the Bahasa Indonesian version of the Study Process Questionnaire (BI-SPQ) from a sample of 147 psychology students (22 men and 125 women; M age = 21.8 yr., SD = 1.3). The internal consistency alpha of the BI-SPQ subscales were found to range from .46 (Surface Strategy) to .77 (Deep Strategy), with a median of .67. Principal component analysis indicated a two-factor solution, where the Deep and Achieving subscales loaded onto Factor 1 and the Surface subscales loaded on Factor 2. Students' GPAs were associated negatively with Surface Motive (r = -.24) and were associated positively with Deep and Achieving Motives (rs = .20). Further studies with larger samples involving students majoring in other disciplines are needed to provide further evidence of the validity of the BI-SPQ.