By W. A. Scott, William Scott
In accordance with unique reasearch conducted from Phoenix to Hong Kong, Adjustment of kids examines adolescent adjustment to college, friends and family throughout seven cultures.
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Extra info for Adjustment of adolescents : cross-cultural similarities and differences
We will be demonstrating this in forthcoming chapters when we show that the predictors of the child’s level of adaptation are not always the same when described by parent or teachers or child. However, before we present some summarizing data on the differential effects of using the same versus crosssource data when predicting adjustment, we will first briefly summarize the method used to calculate our descriptive data. 1 in Chapter 1, the outcome or dependent variables, the mediating or intervening variables and the antecedent or independent variables.
There were two major differences in the samples that could have contributed to sample differences, availability of marks and participation by parents. No marks were available for Hong Kong and Osaka subjects or for some children in other samples. Only Taipei and Winnipeg had grades for all (with one missing mark an exception). To ascertain whether or not the overall structure of the models for predicting adjustment would change, the combined samples for subjects with and without grades was run for all the adjustment measures.
It is very difficult to overcome such methodological defects. Forward- and back-translation will not necessarily pick up subtle differences in scale location of items, for the Japanese “hijo-ni” is generally translated as “very,” regardless of who is doing the translation. The best insurance against response-set differences across cultures is to vary the item format and to counterbalance all items of similar format in the original version. An equally serious source of apparent cultural differences in mean scores is differences in the sampling procedures by which the groups were chosen.