Cross-national differences in cooperative decision-making in mixed-motive business contexts: the mediating effect of vertical and horizontal individualism

2005 ◽  
Vol 36 (6) ◽  
pp. 622-636 ◽  
Author(s):  
Xiao-Ping Chen ◽  
Shu Li
Keyword(s):  
Decision Making ◽  
Mediating Effect ◽  
National Differences ◽  
Cooperative Decision Making ◽  
Cross National

scholarly journals Perceptions of Stalking: Examining Perceivers’ Country of Origin, Perpetrator-Target Prior Relationship, and the Mediating Effect of Victim Responsibility

2021 ◽  
pp. 088626052110426
Author(s):  
Kai Li Chung ◽  
Lorraine Sheridan
Keyword(s):  
Real Life ◽  
Cross Cultural ◽  
Mediating Effect ◽  
Personal Distress ◽  
National Differences ◽  
Direct Contrast ◽  
Victim Responsibility ◽  
Prior Relationship ◽  
People’S Perceptions ◽  
Cross National

Research in stalking perceptions has shown certain relational biases, in which people tend to view ex-partner stalkers to be less dangerous than stranger or acquaintance stalkers. These findings are in direct contrast to those of real-life cases whereby ex-partner stalkers pose a greater threat. In addition, although stalking is recognized as a global social problem, most studies have been based on samples drawn from Western, educated, industrialized, rich, and democratic countries. The current study examined whether the prior relationship between the stalking perpetrator and target influences people’s perceptions of stalking and whether cross-national differences exist between participants based in Malaysia (where there is currently no law that criminalizes stalking) and England (where stalking has been outlawed since 1997). In a 3 × 2 between-subjects design, 294 Malaysian participants and 170 English participants were presented with a vignette describing a stalking scenario in which the perpetrator was depicted as a stranger, acquaintance, or ex-partner. Participants judged the extent to which the perpetrator’s behavior constitutes stalking; necessitates police intervention; would cause the victim alarm or personal distress; would cause the victim to fear the use of violence; and can be attributed to encouragement on the part of the victim. Results showed that typical relational biases existed in both samples, but Malaysian participants were less likely than their English counterparts to label any harassing scenario as serious. Perceptions of victim responsibility were found to mediate the effect of prior relationship and nationality on participants’ perceptions. The findings point to the urgency of better cross-cultural understanding of harassment behavior as well as legislations against stalking.

Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies

2021 ◽  
pp. 002071522098786
Author(s):  
Steve R Entrich
Keyword(s):  
Social Inequality ◽  
International Student ◽  
Student Assessment ◽  
Theoretical Models ◽  
Potential Effect ◽  
Shadow Education ◽  
Cultural Economic ◽  
International Student Assessment ◽  
National Differences ◽  
Cross National

This article examines the cross-national differences in socioeconomic accessibility to shadow education (SE) across 63 societies. Drawing on arguments from two competing theoretical models either emphasizing cross-national cultural, economic, and institutional differences (e.g. model of secondary schooling, scale of SE) or universally working social reproduction mechanisms (e.g. enrichment features of SE), this study provides a novel approach to understanding the role of SE for social inequality. More specifically, while the first model explicitly allows equality in access to SE, the latter suggests that SE fosters inequality under all circumstances. Using data from the 2012 Program for International Student Assessment (PISA) and official sources, first, the difference in the probability of top in comparison to bottom socioeconomic strata to use SE is predicted separately for all societies, before analyzing what causes the found considerable cross-national variation in the socioeconomic gap in access to SE at the country level. Results indicate that differences in SE access are linked to incentives for high-performing students to use SE. These incentives are especially common in societies with higher educational institutional differentiation (e.g. early or mixed tracking schooling models). In societies with less stratified education systems, access to SE is more equal, wherefore the potential effect of SE to social inequality is dampened. Overall, findings suggest that simple generalizations based on existing theoretical models provide no comprehensive explanation for the connection between SE and inequality. Instead, prominent beliefs about the relationship between SE and inequality are questioned.

Autonomous Versus Controlled Motivation on Career Indecision: The Mediating Effect of Career Exploration

2021 ◽  
pp. 089484532199254
Author(s):  
Olímpio Paixão ◽  
Vítor Gamboa
Keyword(s):  
Decision Making ◽  
Indirect Effects ◽  
Career Decision ◽  
Career Exploration ◽  
Career Indecision ◽  
Mediating Effect ◽  
Integrative Model ◽  
Career Decision Making ◽  
Amount Of Information ◽  
Controlled Motivation

Effective career decision-making outcomes may depend on the type of motivation underlying career development. The purpose of this study was to analyze how autonomous and controlled motivation predict exploration behaviors and career indecision and in which degree the effect of motivation on indecision is mediated by career exploration (environmental exploration, self-exploration, intended-systematic exploration and amount of information), among a group of high-school students (10th, 11th, and 12th grades, N = 523, M = 16.40). An integrative model was tested using path analysis to test direct and indirect effects and model fit (AMOS 20.0). The final model showed good fit to the data. Three indirect effects were found significant, being self-exploration, and amount of information presented as mediators. Our results highlight the importance to design career interventions not only focusing on promoting exploration behaviors but also on creating purposeful planning, based on students’ reasons underlying their involvement in the career decision-making process.

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