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Acculturation and eating attitudes and behaviours in female Chinese and Caucasian university students: a correlational and comparative studyHyland, Colleen Anne 11 1900 (has links)
The purpose of this study was to examine the role
of sociocultural factors in the occurrence of
pathological eating attitudes and behaviours by
determining the relationship between acculturation to
Canada, as a Western culture , and eating attitudes and
behaviours in a nonclinical sample of female Chinese
and Caucasian university students. In addition , as an
exploratory goal any possible relationship between
acculuturative stress and eating attitudes and
behaviours was also explored.
One hundred female Caucasian and 131 female
Chinese undergraduate students were recruited from the
University of British Columbia. Each subject was asked
to complete a Demographic Questionnaire as well as the
26 item Eating Attitudes Test (EAT; Garner, Olmsted,
Bohr, & Garfinkel, 1982). Additionally , the Chinese
subjects were asked to complete the Suinn-Lew Asian
Self-Identity Acculturation Scale (SL-ASIA; Suinn,
Rickard-Figueroa, Lew, & Vigil, 1987) and the 24 item
SAFE Acculturative Stress Scale (SAFE; Mean, Padilla, &
Maldonado, 1987).
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Effects of dissimilarity in initial interviews : an experimental evaluation of cross-cultural trainingChristensen, Carole C. Pigler (Carole Cecile Pigler), 1939- January 1980 (has links)
This study investigated the effects of an experimenter-designed cross-cultural training program on counsellor empathic response, attending behaviour and level of anxiety during interviews with a culturally dissimilar client. A review of the literature indicates that counsellor effectiveness and level of anxiety may be affected when a client is perceived as culturally dissimilar. Research documenting the success of cross-cultural training as a method of increasing counsellor effectiveness during live client interviews is meager. / Thirty-one white graduate students in counselling participated in this research. Counsellor trainees were randomly assigned to treatment/no-treatment conditions. Following the 11-hour treatment program, all 31 counsellors conducted videotaped interviews with one black and one white female coached client. Trained judges who maintained an interrater agreement of .87 rated excerpts of the counsellors' performance on the empathy and attending behaviour variables; a self-report measure of anxiety was employed. / The overall results of the multivariate analysis of variance indicated no significant difference between treatment and control groups when the three dependent variables were considered as a set. However, the univariate analysis was significant for levels of anxiety during interviews with the black client (p = .01114); counsellors in the treatment group experienced lower levels of anxiety than those in the control group. Modest gains in empathy resulted from crosscultural training. A significant correlation was found between empathy and attending behaviour (p = .0001). / Implications for the cross-cultural training of counsellors are discussed. The mixed findings of this study indicate the need for further research in this area.
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Exploring ESL immigrant students' perceptions of their academic and social integration successChen, Louis S. C. 05 1900 (has links)
This study introduces a different kind of collaborative research whereby two
researchers co-design and co-conduct the research and draw their own conclusions from
the shared data. The data, gathered using qualitative tools such as surveys,
questionnaires, and interviews, was further enriched as a result of having two individuals
from different backgrounds interpreting the data. The data collected from 14 university
students who were once identified as ESL students in British Columbia, Canada, were
transcribed then analyzed using NUD*IST qualitative computer software. The focus was
on their perceptions of ESL programs, immigration process, and socio-cultural factors
that contributed to their academic and social integration success.
Participants' own words centered mostly on their relationships with families,
friends, and ESL teachers as major factors contributing to their success. ESL programs
served as their safety nets as the majority suggested that their journey into social and
academic mainstreams had undesirable effects on their experiences. Three major factors
were identified as having both helped and hindered their adaptation and integration into
Canadian school and society: family influence, bicultural identities, and segregation.
Results from this study suggest a number of theoretical and practical implications.
First, this study need to be replicated in different contexts using a longitudinal approach
to document how immigrant ESL students construct their experiences within and outside
of school overtime. Secondly, research need to aim at understanding the tension between
students' home and school cultures and encourage involvement and collaboration
between ESL students, parents, and teachers. In addition, examining how ESL students interact with their mainstream counterparts may provide helpful guidelines for schools to
foster an environment whereby unity and support exist between the two groups.
This study concludes with both researchers' reflection on each other's thesis. This
step led to a critical reexamination of their interpretation. Differences and similarities
emerged from this process. The similarities both researchers shared provided a greater
degree of validity and reliability to this project. On the other hand, the differences that
emerged served to enrich the data by providing two perspectives to the same problem.
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Comparison of Canadian and Korean preadolescent’s attribution patterns affecting inductive rule learningLee, Hyun Sook 11 1900 (has links)
The primary purpose of this study was to test the attribution theory of motivation cross-culturally
by comparing performance and attribution patterns on inductive rule learning in two
different cultures (Canadian & Korean) within the framework of collectivism vs. individualism.
Two hypotheses were formed: 1) Korean and Canadian students would show differences in
attribution patterns following success or failure outcome due to different cultural emphasis.
2) Given the effort attribution of failure, Korean students would perform more accurately on the
reasoning task than Canadian students, and given higher ability attribution of success, Canadian
students may perform better or at least equally as well as Korean students.
A Total of 120 grade seven students (60 Canadian and 60 Korean) from a middle-class
community from Korea and Canada participated in the computerized experimental tasks. The
research design involved two culture groups (Canadian and Korean) and three outcome feedback
(control, failure, and success), as independent variables, and the number of instances, response
rate and accuracy on the inductive reasoning tasks as dependent variables.
Findings of this study indicate that Canadian culture may not be defined as more
individualistic than Korean culture. The study results did not provide a clear cut distinction of
collectivistic vs. individualistic cultures between Korean and Canadian cultures.
In terms of attribution patterns, both culture groups showed similar patterns, but different
from Weiner's theory of motivation, not only effort but also ability attribution influenced
positively the accuracy of performance on the subsequent task upon receiving failure feedback.
Given failure feedback, Korean grade seven students performed better, while Canadian
counterparts' performance level on the subsequent task deteriorated with failure feedback.
Further research on cross-cultural study of attribution theory has been suggested along with
educational implications.
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Effects of cultural values and attribution of outcome feedback on reasoning in Canadian and Chinese college studentsYao, Min 05 1900 (has links)
The primary purpose of the present study was to investigate the joint effects of
culture and attribution of outcome feedback on reasoning performance. This study
attempted to address four major research questions: (a) Do Canadian and Chinese
students have different cultural values and causal attribution patterns? (b) Do pre-experimental
individual differences in causal attribution patterns lead to differences in
Canadian and Chinese students' inductive reasoning performance? (c) Does attribution
of outcome feedback affect Canadian and Chinese students' inductive reasoning
performance? (d) Do Canadian and Chinese students conduct deductive reasoning
differently as a function of outcome feedback and reasoning task contents?
A total of 120 college students (60 Canadian and 60 Chinese) performed three
phases of computerized experimental tasks. The research design involved 2 types of
culture groups (Canadian and Chinese) under 3 conditions of outcome feedback (success,
failure, and control) as two independent variables. The dependent variables observed
were the number of instances used or correct responses made and response time, when
possible.
In terms of culture differences, Canadian students appear to be distinct and
articulate about the matters of socio-cultural values, while Chinese students are relatively
less distinct and articulate. When making attribution for other people's success, both
Canadian and Chinese students held internal factors (i. e., good effort and high ability) as
responsible. When accounting for other people's failure, Canadian students picked
controllable factors (i.e., lack of effort), while Chinese students picked both controllable
and uncontrollable factors (i.e., largely lack of effort and occasionally difficult task) as
the reasons. However, following the success outcome feedback about their own
reasoning performance, Canadian students emphasized mostly high ability and,
occasionally, effort as the reasons, while Chinese students picked mostly good luck and,
occasionally, high ability. Given the failure outcome feedback about their own task
performance, Canadian students attributed to lack of effort and bad luck as causes, while
Chinese students exclusively picked lack of effort as the explanation.
Chinese subjects' inductive and deductive reasoning performances remained
relatively unswayed by success or failure outcome feedback, whereas Canadian subjects'
reasoning performance remained good only when success feedback was received. When
failure feedback was provided, Canadian subjects' reasoning performances deteriorated
and remained poor throughout the experiment.
While Chinese students' reasoning performance is not predictable from their low-ability
attribution of other people's failure outcome, Canadian students' reasoning
performance is highly predictable; that is, the more they attributed others' failure to low
ability, the faster they completed the culture-fair inductive reasoning task. On the other
hand, when making attribution based on their own experience, given success feedback,
Canadian students attributed their performance to their high ability. Given failure
feedback, Canadian students attributed their performance to their lack of effort, with
improved performance commensurable to their verbal causal attribution.
The present findings indicate that Canadian and Chinese college students showed
differences in causal attribution patterns, depending on when they explain others'
success/failure experiences or their own, and further that upon receipt of failure outcome
feedback, Canadian students' reasoning performance deteriorated, while Chinese
students' performance remained insensitive to success or failure outcome feedback.
Further fine-grained analyses of such causal attribution patterns interacting with outcome
feedbacks and cognitive performance needs some more careful studies.
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An Examination of Contemporary Marketing Practices Used by Organization with Different Culture Types: A Test of the Convergence Theory in the US and Cote d'IvoireMiller, Victoria Lynn 09 June 2005 (has links)
A framework for a strategy fit with national and organizational culture holds several implications for multinational business managers. First, culture is a critical variable in the strategy process and it should be explicitly examined as a part of the process. Second, culture might encourage and support organizationally a particular business level strategy and may affect marketing practices. This approach views transactional and relational practices as part of a continuum. This study has examined over 250 firms in the United States and the Cote d’Ivoire on the dimensions of their organizational culture, national culture and contemporary marketing practices. In essence, this is a test of the convergence theory versus cultural specificity debate. The study first establishes a model in the US of the relationship between organizational culture and contemporary marketing practices and then tests it in Cote d’Ivoire. Lisrel is used to examine the goodness of the fit of the model. Results indicate that differences in national cultures call for differences in marketing practices since the US model does not fit in Cote d’Ivoire. The differences between the two models and implications for a new Ivorian model are discussed.
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Beyond diversity management : a pluralist matrix for increasing meaningful workplace inclusionSamuels, Shereen 17 September 2013 (has links)
Despite rapidly burgeoning diversity in the Canadian workforce, and demonstrable gains to be made as a result of increasing inclusion, organizations still struggle to create meaningfully inclusive workplaces. The traditional diversity management model has largely failed to fix this longstanding problem. A variety of research has identified successful strategies for increasing inclusion across disciplines such as social psychology, critical management studies, systems theory, and universal design. However, these overlapping strategies, as well as the commonalities of underlying structure, go unseen due to ideological and disciplinary siloing. Working from a foundation of theoretical pluralism, I present two linked ideas in this paper. First, I propose and justify a shift in language from the counter-productive <italic>diversity management</italic> towards <italic>meaningful inclusion</italic>. Second, using multi-disciplinary research I identify successful, broadly-applicable strategies for enhancing meaningful inclusion in the workplace, and describe an <italic>inclusion matrix</italic> of best practices that creates a practical road map organizations can use to enhance meaningful inclusion.
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An ethnography of disordered eating in urban CanadaTanner, Janis, University of Lethbridge. Faculty of Arts and Science January 2006 (has links)
This thesis examines the problem of disordered eating based on ethnographic fieldwork
in emergency shelters, soup kitchens, and eating disorder support groups, as well as
interviews with medical professionals, and other residents of a Canadian city. This
person-centered ethnography that explores the eating behaviors of not only those who
have been diagnosed with 'eating disorders', but also those who are unable at times to
provide themselves with food reveals that in spite of a prevailing discourse that
determines eating as an independent act, food choices and eating patterns are dependent
social 'works of the imagination' affected and shaped by social determinants and cultural
norms. From eating disorders to type 2 diabetes and 'food as gift,' the lived experience
of individuals indexes the ways in which food, power, and identity are enmeshed and
embedded within culture. This critical perspective argues that disordered eating is
socially and culturally produced and reproduced. / vi, 182 leaves ; 29 cm.
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The transformational quest of awakening to daily life : a phenomenological-hermeneutic approachEvans, Kyler, University of Lethbridge. Faculty of Education January 2008 (has links)
In this thesis a phenomenological-hermeneutic method of inquiry, coupled with an embracement of ecological and transpersonal principles, was employed to delve into the paradoxical nature of the transformational quest to awaken to non-dual living. In particular there is a specific focus on the difficulty of embracing and living out a traditionally Eastern spiritual tradition for Western individuals. Analysis of interview transcripts with three participants, as well as, the author’s own journals, found four major “stages” in the journey to daily living in a non-dual state, with 13 sub-themes. These interpretive themes delineate the chronological path followed by the three co-researchers on their journeys into embracing non-dual living. The first major theme – heeding the call: honouring what is – outlines childhood experiences and answering a call to walk the path. The second theme– the unfolding process: pulling back the veil – illuminates the depth at which consciousness development can impact one’s lived experience. The third major theme – the wonderful land of oz: pointing to the answer within – explores the individuals’ experience with various teachers on the path of consciousness development. The fourth, and final, major theme – finding a lotus in the muddy waters of life – reveals the need for beings on the path to return to the particular moment to face unresolved attachments and demons. These findings suggest the significance of an integrative approach to therapeutic/counselling experience, an approach that includes Eastern practices and philosophies in the repertoire of counselling tools, to ensure the deepest possible understanding between, and connection within, the partners in the therapeutic alliance. / viii, 249 leaves ; 29 cm.
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Motivation and Learning Outcomes: A Study of Incoming Exchange Students at Queen's UniversityBURROW, JEFFREY 10 September 2010 (has links)
The purpose of this study was to measure the relationship between the motivation and learning outcomes of incoming exchange students at Queen’s University. The majority of research on study abroad programs measures the learning outcomes of U.S. students abroad in courses and programs designed exclusively for them. What is lacking is research on participants in exchange programs where incoming students study alongside, and are immersed in a similar living environment to, local students.
The present study adds to the literature on study abroad by providing information about motivation and learning outcomes resulting from participating in an exchange. Using a pre-test/post-test research design, this study examines how both motivation and learning outcomes vary by gender, program of study, region of origin, duration of study and first language. The Study Abroad Goals Scale was used to measure motivation in the pre-test (n = 182) and the Global Perspectives Inventory (GPI) measured learning outcomes in both the pre- and post-test of incoming exchange students to Queen’s university in the 2009-2010 academic year (n = 98).
Results indicate that the strongest motivation of the incoming exchange students was Cross-Cultural, followed by Academic and Personal/Social. Motivation differences were found in each independent variable except for gender indicating that motivation to study on exchange is not uniform among all participants. Findings from the measures of the GPI did not indicate any significant changes between the pre- and post-test. This suggests that participation in an exchange program does not necessarily lead to student development and that program administrators may need to implement proactive learning interventions to enhance the exchange experience for students. / Thesis (Master, Education) -- Queen's University, 2010-09-09 23:30:52.947
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