Japan-U.S.study on self development and socio-cultural context adolescence

在这项研究中，我们重点比较三个文化群体——日本人、日裔美国人和英裔美国人学生的自我发展和社会文化背景。该问卷旨在收集广泛主题的信息，包括学生和家长的背景、自我能力、导师、重要人物的心理支持以及学生对父母的感受。 1.整体自我价值、亲密友谊和学术能力/智力领域的自我能力感知：日本中学生和大学生始终认为自己的自我能力低于其文化同龄人。这一点对于中学生尤其是女生来说尤为明显。2.父母和朋友作为导师的地位：在除英美女性之外的三个文化群体中，朋友是最重要的导师。在日本和日裔美国学生中，同性朋友的得分显着高于异性朋友。另一方面，英美学生中跨性别朋友的得分显着高于同性别朋友。对于日本和英美学生，尤其是女生来说，母亲是另一个重要的导师。3.感知到的重要人物的心理支持与感知到的自我能力之间的关系：在每个文化群体中都没有发现每个能力领域的一致预测因子。然而，我们发现，对于女学生来说，来自同性朋友的心理支持往往成为能力领域的重要预测因素。

In this study, we focus to compare three cultural groups-Japanese, Japanese-American and Anglo-American students on self development and socio-cultural context. The questionnaire was designed to collect information about a wide range of topics, including students' and parents' backgrounds, self-competence, mentors, psychological supports from significant persons and students' felling for their parents.1.Perceived self-competence on global self-worth, close friendship and scholastic competence/intellectual ability domains : Japanese middle school students and college students consistently rated their self-competence lower than their cultural counterparts. This tends to be clear in case of middle school students, especially those of females.2.parents' and friends' positions as mentors : Freinds were most important mentor in three cultural groups except Anglo-American females. In the case of Japanese and Japanese-American students, same gender friend showed significantly higher scores than cross gender freind. On the other hand, cross gender freind showed significantly higher scores than same gender freind in Anglo-American students. In the case of Japanese and Anglo-American students, especially females, mother was another important mentor.3.Relation between perceived psychological support from significant person and perceived self-competence : Consistent predictors to each competence domains were not found in each cultural groups. We found, however, that in case of female students psychological support from same gender freind tended to become a significant predictor to the competence domains.