Critics of currently available school motivation research consistently identify shortcomings such as the lack of a theoretical basis for defining and interpreting the construct and the poor quality of instruments used to measure it. There is a dearth of reliable, valid, theoretically informed, and cross-culturally comparable standardised measures of motivation. Whilst a number of theorists have proposed that motivation may be a multidimensional construct and may also be hierarchical in nature, partly due to the lack of available multidimensional measurement instruments, there has been limited research testing such theoretical propositions. The present investigation comprised two inter-related study components. The purposes of Study 1 were to (1) develop a valid and reliable multidimensional measure of school motivation based on Maehr’s Personal Investment Theory that was robust in diverse cultural settings; and (2) test the multidimensional and hierarchical structure of school motivation to elucidate the nature and structure of student motivation cross-culturally and further extend motivational theory and research. The purpose of Study 2 was to (1) test the relation of multidimensional components of student motivation and academic achievement in cross-cultural contexts, to further elucidate the relations amongst these constructs; and (2) to identify similarities and differences in motivational profiles for different cultural groups in order to support the validity and usefulness of the multidimensional motivation instrument in educational settings. Confirmatory factor analysis was used to validate the psychometric properties of the measures, and reliability tests were conducted to establish the internal consistency for each scale. Factorial invariance analysis was conducted to examine the equivalence of the data structure across cultural groups, and structural equation modelling (SEM) was conducted to examine the structural relations between eight ISM motivation factors and four outcome measures (Math, English, GPA, School attendance). Multivariate analysis of variances was conducted to examine statistical difference among the seven cultural groups in relation to eight ISM scales. / Doctor of Philosophy (PhD)

University of Technology, Sydney. Faculty of Education. / This thesis examines the construction processes of language, culture and identities in relation to both the macro level of society and culture, as well as the micro-individual level. It argues that there is a need to understand these constructions beyond discrete notions of language, identities and culture. The thesis mobilises performativity theory to explore how exposure to a variety of practices during the life trajectory has an impact on the construction and performance of language, identities and culture. It shows how a theory of performativity can provide a comprehensive account of the complex process of, and the relationships between, hybridisation (engagement in a range of cultural practices) and monolithication (nostalgic attachments to familiar practices). The thesis also suggests that the deployment of performativity theory with a focus on individual biography as well as larger social-cultural factors may fill a gap left in some other modes of analysis such as Critical Discourse Analysis (CDA) and Conversation Analysis (CA). Analysing data from four workplaces in Australia, the study focuses on trans-institutional talk, namely casual conversation in which people from a variety of linguistic and cultural backgrounds work together. Following the suggestion (Pennycook 2003; Luke 2002) that there is a need to shift away from the understanding that a particular language is attached to a particular nation, territory and ethnicity, the thesis shows how discrete ethnic and linguistic labels such as ‘Japanese’ and ‘English’ as well as notions of ‘code-switching’ and ‘bi-lingualism’ become problematic in the attempt to grasp the complexity of contemporary transcultural workplaces. The thesis also explores the potential agency of subjects at the convergence of various discourses through iterative linguistic and cultural performances. In summary, the thesis provides deeper insight into transcultural performances to show the links between idiosyncratic individual performances and the construction of transcultural linguistic, cultural phenomena within globalisation.

The first research objective of this dissertation is to extend existing conceptualizations of intercultural communication competence to create a new theoretically grounded construct, the Rainbow Model of Intercultural Communication Competence. The second research objective of this dissertation is to utilize this foundation and assemble a new instrument, the 127-item Intercultural Communication Competence Inventory (ICCI). The ICCI consists of sub-scales to measure foreign language competence, non-verbal communication competence, perceptions of cultural distance, intercultural self-awareness, intercultural communication knowledge, intercultural communication skills, intercultural communication motivation, intercultural communication appropriateness, intercultural communication effectiveness, intercultural contextual relationships, and intercultural affinity. This tool is designed assist strategic international human resource management practitioners to find, select, and/or train the best possible candidates for international assignments in an efficient manner. To accomplish these goals, a quantitative research design has been adopted. In a pilot study and three subsequent studies data was collected between 2005 and 2006 when the ICCI was administered to students in 19 courses with clear intercultural education elements at eleven universities in four countries (New Zealand, Germany, United Arab Emirates, USA) to build four samples of students: self tests (N = 1014) and retests (N = 587), peer tests (N = 613) and retests (N = 529). The ICCI was used as a paper-pencil and an online questionnaire. Using this method is appropriate as it provides intercultural communication trainers with quantifiable results to differentiate candidates and to measure training effectiveness. This dissertation has produced several research findings. Each of the ICCI sub-scales is psychometrically scrutinized and results described in detail. In exploratory factor analyses most scales have supported their theoretical framework as described in the Rainbow Model of ICC. Most sub-scales show independence from a variety of biases, and demonstrate sensitivity to competence changes over time and differences between evaluators. Various hypothesized links between the scales could be verified. The entire ICCI demonstrated that, despite currently still insufficient sample sizes, its conceptual roots, the Rainbow Model of Intercultural Communication Competence, is recognizable in self and peer tests and retests. The implications of the findings of this dissertation are threefold: First, the Rainbow Model of Intercultural Communication Competence has received preliminary confirmation. Second, the ICCI has initially shown a tendency to be a practical and reliable tool for recruiting, selecting of, and conducting training needs assessments that facilitate intercultural communication training effectiveness evaluations for suitable candidates for international assignments. Third, ICCI sub-scales have demonstrated the potential to enhance selection and training efforts in a speedy and specific way to support resource-cognizant intercultural training. The reader, however, is cautioned that a variety of limitations of this study need to be acknowledged. Finally, numerous areas of future research are identified.

This study investigates behaviour in seeking and giving advice in Australian English and Indonesian. It seeks to determine the crosscultural similarities and differences in seeking and giving advice in both languages in the areas of (i) the use of language routines and strategies (ii) the influences of cultural and social aspects. Data were collected from two preliminary questionnaires and a Discourse Completion Test (DCT). The DCT was completed by Australian and Indonesian native speakers in their first language. Analysis focussed on both qualitative and quantitative aspects. Findings reveal that speakers of both languages use similar strategies in terms of politeness, directness or indirectness and Speaker-or-Hearer Oriented utterances. The realization of the language routines of advice seeking and giving in both languages is, however, different. The influence of socio-cultural features is noticeable in both languages in terms of formality, relationship of interlocutors, age and gender. The results are not always consistent with the hypotheses posed in the study. Chapter 1 provides an introduction to the Study and Chapter 2 presents the theoretical background and discusses the concept of advice. In Chapter 3 the methodology of the Study is described and the hypotheses are stated. Chapter 4 presents the results of the analysis of data and Chapter 5 sets out conclusions and recommendations.

Cultural competence is a topic that concerns social scientists and medical anthropologists who pay attention to demographic changes and health disparities. This study demonstrates practical approaches to developing cultural competence in medical education by using factors from the social environment to develop protocols for action. With current concerns in domestic and global health care, it is evident that health care organizations struggle to deliver culturally appropriate services. Additionally, educational institutions also struggle to evaluate culturally applied medical practices and competencies. Unlike medical competence, cultural competence is seldom evaluated, and as a result, a gap exists in health care delivery. The purpose of this research is to examine the changes in self-assessment of physician assistant (PA) medical students and graduates, as indications of changes in their medical practice and attitudes. Key objectives explore how PA medical students self-assess their own cultural competence; what factors impact their evaluation, and if change indicates cultural competence. The methodology consisted of a qualitative approach designed to conduct focus group discussions, in-depth interviews, and field work, while results of existing quantitative data was used to inform the study. Triangulation methods substantiated the findings along with environmental and data analysis to provide rigor to this investigation. Participants were students and graduates from a Physician Assistant Studies Program in Oregon. Major findings showed changes in participants' cultural competence self assessment due to a change in self-awareness, exposure and experiences with diverse underserved populations, in domestic and international encounters with the real world. In conclusion, change in self assessment had actually occurred, but the change in the quantitative results really portrayed a level of development on a cultural competency continuum, but not cultural competence itself. It followed from these findings that using components which influenced change along with external and internal environmental factors, provided a basis for a model to establish procedures for action. This strategic model, the praxis of cultural competence, takes critical elements or protocols to move medical students from theory to practice. From the results of this study we can see evidence of closing the gap between the theory of cultural competence and culturally competent practices. / Graduation date: 2005

From 1998- 2009, mainland China has been the number one source of immigrants in Canada (Citizenship and Immigration Canada, 2011). For newcomer families, adjusting to the local school is a major concern, since their children’s education is a crucial factor in families’ immigration decision. In my research, I examined Chinese immigrant parents’ experience with Canadian schooling. The study focuses on four families living in the Greater Toronto area, who have immigrated from mainland China. I employed narrative inquiry to tell the stories of the lived experience of the four families in my study. The data for these stories are mainly drawn from field notes of each of my home visits and my interviews with the family members over a six month period. I found that the challenges and difficulties the immigrant parents face are deeply rooted in the differences between Chinese and Canadian cultures and social systems. The discussion on the features of Chinese culture in its comparison with Western culture provides a reference point for understanding the Chinese immigrant parents’ values and opinions on such matters as schooling, moral education, and parenting practice. Parental involvement in schools is different between China and Canada, and the parents, and school teachers and administrators have different understanding on this issue. What’s more, the language barrier impeded the parents’ involvement in their children’s school life. The acculturation gap between the parents and their children is another major reason for miscommunication over such issues as extracurricular activities, choice of university major, and future career. The less heard voice of immigrant parents will open new venues for the understanding of cross-cultural experiences of immigrant students. I find that instead of mainly using the traditional Chinese practice and Chinese educational values in approaching their children’s education, it is important for Chinese immigrant parents to make efforts to familiarize themselves with the ideas and values that their children are exposed to in the new environment.

Thesis (Ph. D.)--University of Hong Kong, 1983. / Also availalbe in microfilm.

Thesis (M.B.A.)--University of Hong Kong, 1985.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1984.

Past research has indicated that controlling parenting practices may impede children’s learning motivation, while autonomy-supportive practices may facilitate learning outcomes (Grolnick, Ryan, & Deci, 1991). However, these findings may not be applicable to all cultures. Chinese mothers appear to be controlling (Chao & Tseng, 2002) but Chinese children outperform their Western counterparts in international comparisons (PISA, 2009). The present study addressed this paradox by investigating four postulations. First, given the greater emphasis of obedience and compliance in collectivistic culture as opposed to the uphold of independence and autonomy in individualistic culture (Markus & Kitayama, 1991), Chinese children were anticipated to perceive the same maternal controlling behavior as less manipulative than American children. Second, given the effect of mother-child relatedness on children’s motivation in empirical studies (e.g. Bao & Lam, 2008; Furrer & Skinner, 2003), regardless of culture, children high in relatedness with their mothers were anticipated to perceive the maternal behaviors as less manipulative than those low in relatedness. Third, in line with self-determination theory (SDT; Deci & Ryan, 2000), internalization was anticipated to mediate the association between relatedness and motivation in both cultures. Fourth, to investigate the limit of internalization, two levels of maternal controlling behaviors were presented. Chinese children were anticipated to perceive the low level of controlling behavior as less manipulative than American children. In contrast, both Chinese and American children were anticipated to perceive the high level of controlling behavior as manipulative since the behavior may be too controlling to be internalized by children. The participants were 120 Hong Kong Chinese 5th graders and 120 American 5th graders. They were asked to complete a questionnaire that included measures of children’s feelings towards low vs. high levels of maternal controlling behaviors, mother-child relatedness, children’s internalization and learning motivation. The results showed that the same maternal controlling behaviors elicited different feelings in children with different cultural backgrounds (Chinese vs. American) and different levels of mother-child relatedness (Low vs. High). Consistent with Hypothesis 1, Chinese children perceived the high level of maternal controlling behaviors as less manipulative than American children and in turn reported more motivated in learning. Consistent with Hypothesis 2, children in both cultures who reported high relatedness with mothers perceived the behaviors as less manipulative than those reported low relatedness. Consistent with Hypothesis 3, internalization was found to mediate the relation between mother-child relatedness and children’s learning motivation in both cultures. Contrary to Hypothesis 4, Chinese and American children perceived the low level of maternal controlling behavior similarly as not manipulative, whereas, American children perceived the high level of maternal controlling behavior as more manipulative than Chinese children. The limit of internalization could not be identified and further studies are needed. In short, the findings reveal cultural differences in children’s feelings towards the same maternal controlling behaviors. Chinese mothers’ behaviors that are manipulative in the eyes’ of the Westerner may not be perceived as such by the Chinese. Children’s perceptions, mother-child relatedness and the universal psychological mechanism internalization are important to understand Chinese Parenting Paradox. / published_or_final_version / Psychology / Master / Master of Philosophy