THE MECHANISM OF JAPAN-SPECIFIC SELF EMERGING -THE CULTURAL PHENOTYPE AND GENOTYPE OF THE SELF-CONCEPT-

日本特有的自我出现机制-自我概念的文化表型和基因型-

基本信息

批准号：
04610086
负责人：
KANAGAWA Chie
金额：
$ 1.02万
依托单位：
SHOIN WOMEN'S JUNIOR COLLEGE
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1993
项目状态：
已结题

项目摘要

<Abstract>The purpose of this study is to investigate the differences and similaritics of self-concept and self-schema between US students and Japanese students. Especially this study focuses on finding out the similarities between two cultures in terms of the development of self-concept or self-schema. In the Piaget's studies the developmental course was found to be universal among various coultures, whereas the difference was found in only regards to when children will reach a certain stage of cognitive development. Just like this, in this study, too, the developmental course of the self-concept might be considered rather universal, which is rather free from the cultural infulences, whereas the differences might be observed as to when children will reach a certain stage.In order to investigate these hypotheses, TST method was employed. BY means of this open-ended questions, the subjects were induced to write the free descriptions about the self. The subjcets are Japanese college students and US highschool students. The results were as follows : (1) both Japanese and US subjects showed the similar pattern of self descriptions in that the contents of the descriptions have the characteristics of independent self-scheme which is considered to be salient among so called Western cultures, (2) the difference was found in terms of when to reach some stage. US 9 graders and Japanese sophomore students showed much similar patterns of self-description. This might suggest that US students might reach a certain stage of self-development much cariler than Japanese.

<tactract>这项研究的目的是研究美国学生和日本学生之间自我概念和自我chema的差异和相似之处。尤其是这项研究的重点是在自我概念或自我控制的发展方面找出两种文化之间的相似之处。在伯爵的研究中，发现发展过程在各种库尔特期之间是普遍的，而仅在儿童达到认知发展的某个阶段时才发现差异。就像这样，在这项研究中，自我概念的发展过程可能被认为是普遍的，这是不受文化意义的普遍性，而对于孩子何时到达某个阶段，可能会观察到差异。为了调查这些假设，采用了TST方法。通过这个开放式的问题，诱使受试者写下有关自我的免费描述。这些副本是日本大学生和美国高中生。结果如下：（1）日本和美国受试者都显示出类似的自我描述模式，因为描述的内容具有独立自我习惯的特征，在所谓的西方文化中被认为是显着的，（2）在何时到达某个阶段的情况下发现了差异。美国9年级学生和日本大二学生的自我描述模式非常相似。这可能表明，美国学生可能比日语达到一定的自我发展阶段。