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

在本研究中，我们重点比较了三个文化群体-日本、日裔美国和英美学生的自我发展和社会文化背景。问卷收集了广泛的主题信息，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和学生对父母的感觉。全球自我价值感、亲密友谊和学业能力/智力领域的自我能力感知：日本中学生和大学生对自我能力的评价始终低于文化同龄人。这一点在中学生，尤其是女生身上表现得尤为明显。父母和朋友作为导师的地位：在除英美女性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，同性朋友的得分明显高于异性朋友。另一方面，跨性别朋友的得分明显高于同性朋友的得分。在日本和英美学生，尤其是女性学生中，母亲是另一个重要的导师。显著性人心理支持感知与自我能力感知的关系：各文化群体在各能力域均未发现一致的预测因子。然而，我们发现，在女大学生中，同性朋友的心理支持倾向于成为能力域的显著预测因子。

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.