The purpose of this study was to explore the implications of cultural dimensions on the relationship between job satisfaction facets, role stressors, and organizational commitment. Using data from 214 university employees, the moderating influence of individualistic and collectivistic orientations as expressed through four cultural dimensions (responsibility, affiliation, social welfare, and achievement) on those relationships were investigated. Results indicated that role ambiguity had a greater negative influence on affective commitment for those who were more cooperative as opposed to competitive in their achievement orientation; whereas the relationship between coworker and supervision satisfaction and affective commitment was stronger for those who endorsed an individualist achievement orientation. Responsibility was found to moderate the relationship between satisfaction with the nature of work and continuance commitment more strongly and negatively for those who endorsed a collectivist orientation. The prediction that the relationship between role stressors and normative commitment would be more negative for those endorsing a collectivist orientation of affiliation was supported. Support was also found for the more positive influence of a collectivist orientation of affiliation on the relationship between job satisfaction facets (coworkers and supervision) and normative commitment. Finally, support was found for the collectivist orientation of affiliation positively influencing the relationship of satisfaction with the nature of work with normative commitment. Cross-cultural psychology has moved towards the inclusion of cultural dimensions into the study of psychological behavior in the workplace in a two-pronged approach: refining the theory of cross-cultural industrial/organizational psychology and determining the processes by which cultural dimensions are linked to work behaviors. This study aimed to tackle both approaches by extending the empirical research that is ongoing in the area and accelerating the theoretical development.

Research has consistently demonstrated the influences of cultural orientation (Individualism/collectivism) on emotional expression when interacting with in-groups and out-groups members in face-to-face communication (e.g., Eid & Diener, 2001; Matsumoto et al., 2008; Safdar et al., 2009). The purpose of the proposed study is to investigate whether the same pattern exists in virtual communication, especially in instant text messaging. Using a mixed design, an online self-report questionnaire measuring Individualism/Collectivism and intensity of emotional expression of both positive and negative emotions will be given to a sample of 788 college students. Several universal effects are predicted, including greater emotion expression toward in-groups versus out-groups, greater overall expressivity for people with a high individualism score, and greater expressivity for positive emotions than negative emotions. It is further predicted that people with high individualism score will express more negative emotions to their in-groups, while people with high collectivism score will express more positive emotions. Lastly, it is predicted that when interacting with out-groups, people with a high individualism score will express more positive emotions, while people with high collectivism score will express more negative emotions. Implications for cultural orientation and emotion expression are discussed.

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The purpose of this study is to examine the relationship between self-directed learning readiness and the cultural values of individualism/collectivism in two sample groups drawn from different cultures. The research design used for this study was descriptive and correlational in nature. The target population for this study consisted of two sample groups: Korean and American college students who seek teacher certification in the field of agriculture. Data were collected using a web-formatted questionnaire. Results were computed statistically, including the means, standard deviations, effect size, independent sample t-test, one-way ANOVA, bivariate correlations, and multiple regression. Findings indicated that in a hierarchical multiple regression analysis, scores for the Self-Directed Learning Readiness Scale (SDLRS) (R2 = .03, adjusted R2 = .01, p = .30) in Step 1 was not statistically significantly related by gender, student classification, and GPA. Gender, student classification, and GPA accounted for only 3% of the variance and the three beta weights for the gender, student classification, and GPA variables were not statistically significantly related to the SDLRS. However, scores for SDLRS (R2= .34, adjusted R2 = .30, ¨R2 = .31, p =.00) in Step 2 was statistically significantly related by gender, student classification, GPA, nationality, vertical individualism (VI), horizontal individualism (HI), vertical collectivism(VC), and horizontal collectivism(HC). This model accounted for 34 % of the variance in the SDLRS (R2 change = .31). It appears that nationality, VI, HI, VC, and HC accounted for a further 31% of the variance. However, in Step 1, the gender, student classification, and GPA variables did not account for a significant amount of variance in Step 2. The beta weight for nationality and VI variables were not statistically significantly related to the SDLRS (E = -0.15, t = -1.67, p = .10; E = 0.01, t = 0.10, p = .92, respectively). However, the beta for the HI variable was statistically significant and positive (E = 0.40, t = 4.31, p = .00). The beta for the VC variable also was statistically significant and positive (E = 0.20, t = 2.12, p = .04). The beta for the HC variable also was statistically significant and positive (E = 0.21, t = 2.19, p = .03). These findings indicated that if HI, VC, and HC attitudes are high, the SDLRS scores tend to be high. That is, differences in the students’ SDLRS can be best explained through HI, VC, and HC among the cultural values of individualism/collectivism.

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Amid the immense changes in the 21st century world of work, has come with it widely held views that significant changes are occurring in employee attitudes to labour relations. Research asserts that the prevalence of individualistic human resource management strategies has initiated argument postulating that employees‟ collectivist work orientations are in decline (Deery & Walsh, 1999). / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

This study was an effort to uncover four major facts: (a) the predictive power ofthe proposed integrated model, which posits the influence of attitudes (ATT), subjectivenorms (SN), perceived behavior control (PBC), altruism, self-construal, and paperrecyclingknowledge on behavioral intentions; (b) the moderating effects ofindividualism-collectivism (I-C) on the attitudes-intentions relationship and thesubjective norms-intentions relationship; (c) the comparison of the predictive power ofthe TPB model and the proposed integrated model; and (d) the relationship between twointentions measures: behavioral intentions and implementation intentions.This cross-sectional research consisted of two phases: the TPB elicitation researchand the main study. Participants were undergraduate students recruited from two majorpublic universities in Thailand and the U.S. The sample size used in the main analysiscomprised 417 respondents from Thailand (representing a collectivistic society) and 432respondents from the U.S. (representing an individualistic society). Structural equationmodeling (SEM) was employed to investigate the predictability of the TPB model and theintegrated model. Multi-group SEM was implemented to examine the moderating effectsof I-C. Correlation analysis was conducted to detect the relationship between the twointentions measures.The results yielded some significant findings enhancing our understanding ofpaper-recycling intentions of college students in the two countries. First, TPBdeterminants, especially PBC and SN, were potential predictors of paper recycling.Although ATT was not a successful antecedent of intentions in Thailand, it predictedintentions of U.S. participants. Second, altruism was a significant factor explaining ATTand PBC for both samples; it also directly influenced intentions. Third, two types of selfconstrualsignificantly and distinctively affected ATT and SN. Fourth, paper-recyclingknowledge failed to predict either attitudes or intentions in either country. Fifth, althoughthe ratio difference of the model X2 and the R2 showed the TPB model to be slightly morepowerful than the integrated model, and TPB was more parsimonious, the integratedmodel advances our understanding of additional psychosocial and cultural factors withregard to paper recycling. Finally, the significant correlation between the behavioralintentionsand the implementation-intentions measures were positive and relatively high.Findings can benefit communication campaigns targeting audiences in different cultures.

This study examined the relation among ethnic group membership, ethnic identity, collectivism and individualism in a sample of European American and African American college students. Findings suggest that African Americans are more collectivist than European Americans only in reference to their ethnic group. There were no significant differences between ethnic groups in collectivism toward friends, family, strangers or colleagues. Contrary to findings of previous research, there was no significant moderating effect of gender on collectivism differences between ethnic groups. In congruence with previous research, ethnic identity mediated the relation between ethnic group membership and collectivism toward the ethnic group. African Americans were also significantly higher on overall individualism when compared to European Americans and this relation was not mediated by ethnic identity. In addition to these findings, discussion focuses on issues regarding the measurement of individualism, collectivism, and ethnic identity.

Thesis (Ph. D.)--Ohio University, June, 2004. / Includes bibliographical references (leaves 154-170).