Cultural Conceptions of Learning and Development

The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

“…On one hand, sharing decision-making power and talking about school choices with parents cultivate connectedness (Marchant, Paulson & Rothlisber, 2001) and competence in students (Grolnick & Slowiaczek, 1994), which are subsequently associated with students' academic motivation and achievement. On the other hand, students perceive parents' autonomy support through parents' willingness to aspire, offer, or sacrifice for the children's education and would not consider parents' imperative style of communication "cold and distant" (Greenfield et al, 2006). Although it is beyond the measures in this study to explain this intriguing mechanism, at least some light has been shed on understanding why the perceived parental academic autonomy support and perceived parental academic control scores were positively correlated in our samples.…”

“…In comparing Chinese and Mexican American adolescents, Hardway and Fuligni (2006) found that although adolescents from both cultures emphasized family obligations and assistance to family, adolescents from Mexican families spent more time assisting their families on a daily basis and Chinese adolescents spent more time on studying. Besides, Latino parents rated children's socio-emotional characteristics as more important than academic aspects of school achievement than did Asian American or European-American parents (Okagaki & Frensch, 1998) −─ a cultural characteristic of placing greater value on social character rather than an individual's possession of knowledge or expertise (Greenfield et al, 2006). Cultural values for academic achievement can guide one's approach to academic achievement.…”

Lost in Translation: Methodological Considerations in Cross‐Cultural Research

“…Functional equivalence means that the instructions and instrument will elicit the same target behavior (Greenfield et al, 2006). Cultural equivalence considers how respondents will interpret a given direction or test item and develops items that tap the same cultural meaning for each cultural linguistic group (Alonso et al, 1998).…”

Early Evidence for Factorial Structure of the Separation Anxiety Symptom Inventory in Italian Children

“…Discussion of differences in these four versions resulted in no item changes. attention was also given to functionality which assures that the instructions will elicit the same target behavior (Greenfield, Trumbull, Keller, Rothstein-Fisch, suzuki, & quiroz, 2006). Descriptive items assessing symptoms may in some cases be relatively easier to translate (Van Widenfelt, Treffers, De Beurs, siebelink, & Koudijs, 2005).…”