Schwartz and Bilsky (1987, 1990) constructed a universal
psychological structure for cross-cultural studies of motivational
dynamics. To test this structure, Simmons (1991)
adapted data from a twenty year broad-based value survey of
student cohorts at an American university. The availability
of reliable, long-term data on American students permitted a
comparison with responses of contemporary Chinese college
students to a standardized personal value questionnaire.
Ratings and priorities assigned by the Chinese and American
students differed significantly. Chinese students emphasized
Achievement, Maturity, and Prosocial motivational domains.
American students emphasized Self-Direction, Security, and
Enjoyment. Tradition, Power, and Stimulation were listed as
least important for both groups. The effects of traditional
Chinese religious and philosophical teachings on the stability
of community norms were noted, as was some evidence of
priority shifts in the values for Chinese youth, suggesting
changes in response to altered political and economic expectations
in China. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37375 |
| Date | 06 May 1992 |
| Creators | Su, Wan |
| Contributors | Simmons, Dale D. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
Page generated in 0.0022 seconds