Sambandet mellan kultur och personlighet har studerats i stor utsträckning och tidigare forskning har visat på en koppling mellan kulturdimensionen individualism-kollektivism och personlighetsdimensionen idiocentrism-allocentrism. Den föreliggande studien undersöker förhållandet mellan individualism-kollektivism och idiocentrism-allocentrism bland internationella studenter i Sverige. 215 internationella studenter (M = 23 år, åldersintervall 19-44, 120 kvinnor, 94 män, 1 annat) gavs definitioner av individualistiska och kollektivistiska kulturer och ombads att bedöma sin ursprungskultur. De uppmanades sedan att uppskatta sig själva utifrån 22 frågor avsedda att mäta idiocentrism-allocentrism. Slutligen uppmanades de att ange sitt huvudskäl till att studera utomlands genom att välja ett av sju alternativ i en flervalsfråga. Data analyserades med one-way ANOVA's och oberoende t-tester. Resultaten visade på ett samband mellan kulturell bakgrund och idiocentrism-allocentrism i den förväntade riktningen. Vidare demonstrerade resultaten inte en koppling mellan geografisk bakgrund och idiocentrism-allocentrism. Slutligen visade resultaten varken en koppling mellan huvudorsaken till utlandsstudier och idiocentrism-allocentrism, eller mellan huvudorsaken till utlandsstudier och kulturell bakgrund. Av dessa resultat drogs slutsatsen att när det gäller individualism-kollektivism och idiocentrism-allocentrism så påverkar kultur personlighet. Resultaten tyder vidare på att det kanske inte är lämpligt att likställa geografiska enheter som nationer med kultur, då subkulturell mångfald kan påträffas inom dessa enheter. Slutligen tyder resultaten på att internationella studenter skiljer sig åt för gällande skäl till utlandsstudier oavsett personlighet och kulturell bakgrund, även om vidare forskning krävs gällande internationella studenters motivation. / The association between culture and personality has been widely studied and previous research has shown an association between the culture dimension of individualism-collectivism and the personality dimension of idiocentrism-allocentrism. The present study investigates the relationship between individualism-collectivism and idiocentrism-allocentrism among international students in Sweden. 215 international students (M = 23 years, age range 19-44, 120 women, 94 men, 1 other) were given definitions of individualist and collectivist cultures and asked to assess their culture of origin. They were then asked to rate themselves on 22 items intended to measure idiocentrism-allocentrism. Finally, they were asked to state their main reason for studying abroad by choosing one of seven options given in a multiple-choice item. One-way ANOVA's and independent t-tests were carried out for data analysis. The results showed an association between cultural background and idiocentrism-allocentrism in the expected direction. Further, the results did not demonstrate an association between geographical background and idiocentrism-allocentrism. Finally, the results did not demonstrate an association between main reason for studying abroad and idiocentrism-allocentrism, nor between main reason for studying abroad and cultural background. It was concluded that in the case of individualism-collectivism and idiocentrism-allocentrism, culture does influence personality. Further, the results suggest that it may not be appropriate to equate geographical entities such as nations with culture as cultural diversity may be found within such entities. Finally, the results indicate that international students differ in their reasons for studying abroad regardless of personality and cultural background, although further research regarding the motivation of international students is needed.

This study examined university academics?? valence for teaching and research, and the relationships between the valence and self-efficacy for teaching and research, with an Australian and a Chinese sample. In addition, the study also investigated modelling of research activity and Chinese university academics?? attributions, experience of western research activities, and ingroup and outgroup relationships between models and observers. Design and conduct of the research was guided by a theoretical framework. Several hypotheses were generated and tested, and research questions were answered. Quantitative surveys and qualitative interviews were used in this study. The quantitative analysis comprised exploratory factor analysis and multiple regression analysis, and content analysis was used for free responses in the surveys and the interview data from the sample of Chinese academics. Within the context of the research, the results suggested that valence for academic work may be related to university academics?? cultural orientation and their self-efficacy for academic work. The study also suggested that observing modelling by others may have been related to the Chinese university academics?? self-efficacy for research. Effects of modelling and the Chinese academics?? attributions for models?? success in research appeared to be moderated by ingroup and outgroup relationships between the models and observers. Moreover, overseas experience was found to be the most important external attribution for Chinese models?? success in research.

This study examined university academics?? valence for teaching and research, and the relationships between the valence and self-efficacy for teaching and research, with an Australian and a Chinese sample. In addition, the study also investigated modelling of research activity and Chinese university academics?? attributions, experience of western research activities, and ingroup and outgroup relationships between models and observers. Design and conduct of the research was guided by a theoretical framework. Several hypotheses were generated and tested, and research questions were answered. Quantitative surveys and qualitative interviews were used in this study. The quantitative analysis comprised exploratory factor analysis and multiple regression analysis, and content analysis was used for free responses in the surveys and the interview data from the sample of Chinese academics. Within the context of the research, the results suggested that valence for academic work may be related to university academics?? cultural orientation and their self-efficacy for academic work. The study also suggested that observing modelling by others may have been related to the Chinese university academics?? self-efficacy for research. Effects of modelling and the Chinese academics?? attributions for models?? success in research appeared to be moderated by ingroup and outgroup relationships between the models and observers. Moreover, overseas experience was found to be the most important external attribution for Chinese models?? success in research.

Made available in DSpace on 2016-12-06T17:07:06Z (GMT). No. of bitstreams: 1 Mariluce Vieira.pdf: 1591879 bytes, checksum: 3ad5e5620872bada791d39911728296d (MD5) Previous issue date: 2015-06-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo teve como principal intuito avaliar uma possível associação entre o nível de satisfação com a vida de atletas catarinenses do sexo masculino e feminino, com a satisfação pelo esporte, o status social subjetivo, os esquemas de gênero do autoconceito e o perfil idiocêntrico-alocêntrico nas modalidades esportivas. Trata-se de uma pesquisa não probabilística, descritiva, exploratória, quali-quantitativa com delineamento transversal. Participaram deste estudo 529 atletas catarinenses distribuídos em 10 modalidades individuais e 04 coletivas, sendo 307 do sexo masculino com média de idade de 21,51 anos e 222 do sexo feminino, com média de idade de 20,37 anos. Como instrumentos foram utilizados questionários, com informações sobre as situações sociodemográficas, econômicas e esportivas dos atletas, incluindo o nível de satisfação com a vida e satisfação com o esporte. A Escala MacArthur de Status Social Subjetivo versão para jovens, o Inventário Masculino dos Esquemas de Gênero do Autoconceito Masculino e Feminino (IMEGA e IFEGA) e, por último, o Perfil Idiocêntrico-Alocêntrico foram aplicados. Os dados foram analisados por meio de análises descritivas, freqüência absoluta e relativa, média e desvio padrão. Além dessas, foram utilizados o teste U de Mann-Whitney e o Quiquadrado, com um nível de significância de 5% para todas as análises. Os resultados apontam que, tanto nas modalidades individuais, como nas coletivas, a maioria dos atletas catarinenses apresentou um nível alto de satisfação com a vida e com o esporte que praticam, em especial, os atletas do sexo masculino. Em ambas as modalidades, percebem suas famílias com um status elevado perante a comunidade, percebem-se com um status médio no clube, mas gostariam de estar em um status mais elevado na equipe. Além disso, há uma predominância do perfil isoesquemático, principalmente no sexo masculino, tanto nas modalidades individuais como nas coletivas. E, no que diz respeito ao perfil idiocêntrico-alocêntrico, nas modalidades individuais há um predomínio do perfil heteroalocêntrico em ambos os sexos, mas nas modalidades coletivas, há uma predominância maior do perfil isocêntrico no sexo masculino e do heteroalocêntrico no sexo feminino. Por fim, os resultados mostram que, o nível de satisfação com a vida está associado com: o nível de satisfação com o esporte, o status social subjetivo na família e o perfil idiocêntrico-alocêntrico. Diante disso conclui-se que, embora haja uma predominância de determinados perfis, não é possível definir um perfil ideal para os atletas. A partir destes resultados, sugerem-se novos estudos com esta temática para uma melhor compreensão das variáveis, as quais podem auxiliar os técnicos, psicólogos e dirigentes das equipes na busca de um melhor rendimento do atleta como um todo em termos físico, técnico, tático e psicológico.

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The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.

The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.