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van de Vijver, Fons/0000-0003-0220-2485; Bye, Hege H./0000-0003-4494-2158; Sandal, Gro Mjeldheim/0000-0001-9017-9654; Sun, Catherine Tien Lun/0000-0002-6739-1849 WOS: 000337566600007 Intended self-presentation in job interviews was examined among university students in 10 countries (N = 3,509). The aim was to assess cross-cultural differences in the endorsement of self-presentation tactics, and whether such differences could be explained by cultural values and socioeconomic variables. The Cultural Impression Management Scale-Applicant Scale (CIM-A) was used that measures assertiveness, individual excellence, accommodation, and pointing out obstacles. Cross-cultural differences were found in endorsement of all tactics, most notably in individual excellence and pointing out obstacles. Importance assigned to self-presentation tactics was larger among individuals from cultures emphasizing embeddedness, mastery, and hierarchy, and with larger income disparities. The exception to this pattern was the American sample. Implications for personnel selection in international contexts are discussed.

The study examines self-reported satisfaction with life and thefactors predicting it among 304 international students (159 malesand 145 females) at the University of Bergen, Norway. Thestudents had on the average lived 2.34 years (SD = 2.31) inNorway. The students reported on the whole good satisfactionwith life. However, students from Europe and North America wereon the whole more satisfied than their peers from Africa andAsia. It was also found that factors such as the number offriends, satisfaction with finances, perceived discrimination andinformation received prior to the foreign sojourn significantlyaffected the student's life satisfaction. The importance ofthese factors differed for students from developing and developedcountries where some paradoxical findings came out. Theseparadoxical findings may be the result of the Norwegian contextof the study. Language proficiency (with respect to host andEnglish languages), and having a host national friend did notshow significant effect on life satisfaction.

To find out the degree of life satisfaction among adolescents with immigrant background, and the factors that may predict the level of life satisfaction among them.Five hundred and six adolescents (mean age = 15.34, SD = 1.67) with immigrant background from Vietnam, Pakistan, Chile and Turkey were recruited from five major Norwegian cities, and were asked to fill in a questionnaire with several measures, including demographic information, life satisfaction, acculturation strategies, ethnic identity and mastery. A control group involving 209 Norwegian youth were also included in the study.On the whole the adolescents with immigrant background were found to be fairly satisfied with their life (M = 3.55, SD = 0.81). Using Socio-Economic Status as covariance, adolescents with immigrant background did not differ from their Norwegian counterparts on life satisfaction level (F = 0.58, p0.05). Chileans were found to be the most satisfied group, and Vietnamese the least satisfied. The higher life satisfaction among Chileans compared with the other ethnic groups is viewed as a possible selection bias. While demographic factors accounted for just 4% of the explained variance, personal factors accounted for over 20% of the explained variance. Mastery (beta = 0.39) and ethnic identity (beta = 0.17) were the two most important predictors of life satisfaction. Living in an ethnically homogenous neighbourhood was also found to be related to life satisfaction. Perceived discrimination and integration as an acculturation strategy were not related to life satisfaction.The study concludes that helping adolescents with immigrant background to develop a good sense of mastery and a positive ethnic identity will go a long way to boost their life satisfaction.

In this study the relative influence of age, gender, locus of control, preferred acculturation strategy, perceived majority members' attitude, and social support on life satisfaction and competence of Bosnian refugees was examined. Hundred and six Bosnians living temporarily in Norway completed a questionnaire. The results showed that persons with a higher internal locus of control had a higher life satisfaction and higher feelings of competence. The acculturation option assimilation was related to the highest life satisfaction, while the integration option was related to the highest feelings of competence. The more positive reactions the respondents received from Norwegians, the higher their life satisfaction and the higher their feelings of competence. Older refugees reported the highest feelings of competence.

The 15 chapters of this book explore the situation of immigrant families in many different countries, involving different ethnic groups and under different contexts. In terms of countries, the book includes immigrant families in Albania, China, Estonia, Japan, Kenya, the United Kingdom, and the United States. The contexts of these studies have included the school setting, the home and neighborhood, and the larger political environment. The topics of focus in this book have ranged from topics on well-being (as part of psychological adaptation) and school adjustment (as part of sociocultural adaptation) to civic and political participation of immigrant youth. The topics have included both very well-studied (e.g., school adaptation and psychological well-being) and less well-studied topics such as the need to go beyond the two dimensions that have been suggested to underlie all acculturation.

This study investigated the acculturation attitudes among young Third World immigrants in a predominantly culturally homogeneous society, Norway. How these attitudes were influenced by perceived parental attitudes toward cultural change was examined also. Questionnaire responses from young adolescents 10 through 17 years of age (N = 568) indicated that integration and separation were the two most preferred forms of acculturation, and that these were related to the length of time the individual had been exposed to the acculturation experience. The preference given to integration and separation suggested that these adolescents placed a great deal of importance on the maintenance of their cultural heritage when it came to their acculturation. Boys more than girls were found to favor assimilation. Perceived parental attitudes were found to account for about 20% of the variation of the adolescents' mode of acculturation, with perceived parental attitude toward living like a Norwegian as the most important single predictor.

The study examined the relationship between migration and the incidence of emotional disorders among 568 young Third World immigrants in Norway. Participants were 10-17 years of age. Using a questionnaire, acculturative stress (i.e., change in health status as a result of acculturation) was found to exist among the children, although having to migrate or being born in Norway was not related to mental health status. A stressful acculturative experience (i.e., difficulties in initiating friendship with Norwegian peers) alone could account for only 1% of the self reported emotional disorders. Incidence of depressive tendencies, poor self image, and psychological and somatic symptoms were found to be related to close and supportive parents, marginality, integration, gender and the number of friends the child had. These accounted for between 12 and 15% of the explained variance. The paper theoretically discusses how these factors may be related to acculturative stress, and recommends them as starting points for a primary intervention program to reduce emotional disorders among these children.

In this paper, we discuss the intricate relationship between culture and mental illness. Our central position is that there cannot be mental illness without culture. We argue that our limited knowledge to the onset, manifestation, course and outcome of mental illness is due in part to the cross-cultural psychological conceptualization of culture, where culture is seen as an independent variable influencing mental illness, the dependent variable. This is in addition to the limitations of the biomedical model in accounting for the origins of mental illness. Using depression and schizophrenia as examples, we argue for the need to see culture and mental illness as mutually embedded in each other. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. This article is available in Online Readings in Psychology and Culture: http://scholarworks.gvsu.edu/orpc/vol10/iss2/1

Islamophobic sentiments in the Western world have gained scientific attention, particularly after the terrorist attacks of September 11, 2001. However, the effects of religious stigma on Muslim minorities' identity formation have rarely been studied. Using structural equation modeling, this cross-sectional study examined direct and indirect effects of different forms of religious stigma on the national affiliation of 210 Norwegian-Pakistani and 216 German-Turkish Muslims. Furthermore, the study examined the mediator role of religious identity. Our results suggest that being a Muslim in Norway is more reconcilable with affiliating with the nation than being a Muslim in Germany. However, across the samples, the results indicated that various forms of religious stigma affected Muslims' national identity and engagement in the public and private sphere in distinct ways. These effects were both positive and negative, differed between the two samples, and in Germany, were mediated by the participants' religious identity. The findings indicated that the ways in which religious stigma influences Muslims' national affiliation is context and culture bound. This record was migrated from the OpenDepot repository service in June, 2017 before shutting down.

Using the dataset from the International Comparative Study of Ethnocultural Youth, the chapter examines variations in immigrant youth’s cultural identities in three types of societies of settlement (‘settler’, ‘colonial’, ‘recent-receiving’). In addition, the chapter explores differences in psychological and sociocultural adaptation in the three types of societies and the moderating role of society of settlement in the relationship between cultural identity and adaptation. Results suggest that the type of society of settlement makes a difference in immigrants’ cultural identifications and in their psychological and sociocultural adaptation. Immigrants residing in recent-receiving societies where they constitute a small proportion of the larger population and the society has a short history of receiving immigrants generally exhibit low ethnic and national identities relative to immigrants living in settler societies with longer immigration history and where immigrants constitute a relatively larger proportion of the country’s total population. Immigrants living in settler societies exhibited stronger majority national identity; they also report the poorest psychological and sociocultural adaptation when compared with their counterparts in the two other types of society. Not only did immigrants living in colonial societies report relatively stronger ethnic identification, they also tended to show the best adaptation outcomes. Not surprisingly, the society of settlement was found to partially moderate the relationship between cultural identification and immigrant youth adaptation. These findings are discussed in terms of how society of settlement shapes the development of cultural identity against a background of attitudes towards cultural maintenance.

At virtually the same time as the rise in cross-cultural studies of development, there has been a dramatic increase in interest in life span development , which covers not only the period from birth to maturity, but also continues through maturity to eventual demise (Baltes, Lindenberger and Staudinger, 2006). In this chapter, we examine cross-cultural variations in the developmental stages beyond the ones that were discussed in Chapter 2; these are childhood, adolescence and adulthood. After discussing cultural notions of childhood and adolescence, we will present evidence on how childhood experiences can explain cross-cultural variations in adulthood. In the section on adulthood, we will deal with mating, partnership and parenting across cultures. In the final section, we will discuss life span developmental and evolutionary approaches to late adulthood. The chapter concludes with reflections on the cross-cultural applicability of the developmental issues raised in the last two chapters. Childhood and adolescence As we have seen in the previous chapter, human development can be described in stages. There, we dealt with the first decade of life, comprising the two earliest stages, infancy and early childhood. While infancy is the period from birth to two years, childhood is mainly defined as the period after infancy and before sexual maturation.

When seeking to understand and explain human behavior across differing populations, there is a need to be informed by concepts and findings from two disciplines beyond psychology that have influenced the development of cross-cultural psychology. First, cultural anthropology has contributed the concept of culture and the ethnographic methods used to study cultural phenomena. It has also examined relationships between culture and behavior, developing its own subdisciplines of psychological anthropology and cognitive anthropology. Second, human biology has also provided important concepts and methods for examining the development and display of behavior in varying contexts. This contribution has been especially important with the rise of the field of evolutionary biology in recent years. Taken together, these two disciplines provide a basis for our claim to be both a cultural science and a natural science. In addition to the conceptual and methodological contributions from these two cognate disciplines, cross-cultural psychology has developed a range of theoretical and practical ways to examine the relationships between context and behavior. The three perspectives presented in the first chapter of the book (culture comparative, cultural and indigenous) are further examined and elaborated. Some basic methodological requirements for making valid comparisons of data from different cultural populations are also explained. These theoretical and methodological principles are necessary in order to take into account both individual and group differences, and to provide the basis for the comparative search for psychological universals.

With growing migration, globalization and internationalization comes an increased need for an understanding of intercultural communication, as well as the use of this information for training people in order to make them more competent in dealing with intercultural issues. The field is very diverse, with publications from a wide variety of scientific and applied disciplines. For example, there is research in linguistics (especially sociolinguistics), sociology, cultural anthropology and cross-cultural psychology. Much of this variety can be surveyed in a handbook edited by Landis, Bennett and Bennett (2004). In this chapter, we mainly focus on the psychological aspects of intercultural communication and training, and point out important issues and studies from a psychological perspective. This chapter contains three main sections, each representing a distinct area of intercultural communication and training. The first, on intercultural communication, describes the attempts of researchers to delineate which elements of communication are the sources of communication problems during intercultural encounters. This section is somewhat more theoretical than later sections because the main questions focus on the nature of intercultural communication rather than on the application of this knowledge. The second section concerns sojourners, those people who stay in another culture mostly for purposes of work or study (e.g., international exchange students). This is a special group of acculturating people that has already been discussed in Chapter 13.

Cross-Cultural Psychology is a leading textbook offering senior undergraduate and graduate students a thorough and balanced overview of the whole field of cross-cultural psychology. The team of internationally acclaimed authors present the latest empirical research, theory, methodology and applications from around the world. They discuss all domains of behavior (including development, social behavior, personality, cognition, psycholinguistics, emotion and perception), and present the three main approaches in cross-cultural psychology (cultural, culture-comparative, and indigenous traditions) as well as applications to a number of domains (including acculturation, intercultural relations and communication, work and health). With new additions to the writing team, the third edition benefits from an even broader range of cross-cultural perspectives. Now in 2-colour, the format is even more reader-friendly and the features include chapter outlines, chapter summaries, further reading and an updated glossary of key terms. This edition also offers an accompanying website containing additional material and weblinks.

The multifaceted nature of problems foreign students face have led some researchers to conclude that these students tend to suffer from poor health during their overseas sojourn. This assertion is examined among foreign students at the University of Bergen by means of a questionnaire survey. Loneliness, tiredness, sadness and worrying were reported as a frequent source of problem by nearly one in four of over 300 respondents. Students reported a decline in their general state of health as well as a rise in the occurrence of syndrome-like tendencies resembling paranoia, anxiety, depression and somatic complaints. These tendencies were attributed to certain psychosocial factors such as information received regarding study opportunities, social contacts with other tenants in the hall of residence and future job opportunities. Scandinavian students on the whole tended to have better mental health than students from the other countries. The implications of impaired health among foreign students is discussed.

e thank the book review editor for the opportunity to respond to the review (Rudmin,2008) of our book on immigrant children’s acculturation and adaptation (Berry,Phinney, Sam, & Vedder, 2006). We have a number of concerns about the accuracy of someof the reporting of our findings and of some of the criticisms made in the review. We out-line these concerns in three sections.

Drawing from the International Comparative Study of Ethnocultural Youth (ICSEY) dataset, this paper examines the immigrant paradox phenomenon among a group of immigrant youth in five European countries. The sample consisted of over 2700 immigrant and 1400 national youth (age range 13 – 18 years) living in Finland, the Netherlands, Norway, Portugal and Sweden. At the core of the immigrant paradox is the counterintuitive finding that immigrants often show better adaptation outcomes than their national peers in spite of poorer socioeconomic status. However, the paper argues for a more conservative position based on three criteria for concluding the existence of the paradox. On the bases of these criteria, the paper found mixed support for the immigrant paradox. Whereas the pattern of socio-cultural adaptation for first- and second-generation immigrants resembled the immigrant paradox, results for psychological adaptation were opposite to the paradox. Reasons for the mixed findings are discussed.

The present study explores the process of cultural and psychological change that follows intercultural contact (i.e., acculturation) and the wellbeing and social adjustment of 736 Turkish immigrant adolescents aged 13–18 living in six countries: Norway, Sweden, Finland, Germany, France, and the Netherlands. Perceived discrimination was the strongest negative predictor of their adaptation outcomes, whereas a combined orientation to the ethnic culture and the national culture was conducive to adaptation. One's country of origin clearly had an impact on the acculturation orientations of the immigrant and on his/her perceived discrimination. The actual cultural diversity characteristic of countries is indicative of a broad context in which the impact of acculturation experiences on adaptation outcomes is invigorated or weakened. Practical implications are discussed.

This chapter examines ethnic- and country-level differences by making controlled comparisons between the two groups and among the four countries. It explores the generality of the findings reported for all youth. The chapter examines the generality of model tested with the entire International Comparative Study of Ethnocultural Youth sample. It focuses on Turkish and Vietnamese youth to verify the generality of psychologists' findings to ethnicity and country of residence. The chapter addresses the questions whether acculturation experiences and adaptation outcomes are similar or varies between ethnic groups and across countries, and whether their theoretical model of immigrant youth adaptation is general or ethnic specific. The two immigrant groups, Vietnamese and Turks, have widely different backgrounds: The Vietnamese youth have a refugee background and are equally divided between first- and second-generation immigrants. The Turkish youth have a background of labor migration and are primarily second-generation immigrants.

Contents: K. Phalet, Foreword. Preface. J.W. Berry, J.S. Phinney, K. Kwak, D.L. Sam, Introduction: Goals and Research Framework for Studying Immigrant Youth. J.W. Berry, C. Westin, E. Virta, P. Vedder, R. Rooney, D. Sang, Design of the Study: Selecting Societies of Settlement and Immigrant Groups. P. Vedder, F.J.R. van de Vijver, Methodological Aspects: Studying Adolescents in 13 Countries. J.S. Phinney, J.W. Berry, P. Vedder, K. Liebkind, The Acculturation Experience: Attitudes, Identities, and Behaviors of Immigrant Youth. D.L. Sam, P. Vedder, C. Ward, G. Horenczyk, Psychological and Sociocultural Adaptation of Immigrant Youth. P. Vedder, F.J.R. van de Vijver, K. Liebkind, Predicting Immigrant Youth's Adaptation Across Countries and Ethnocultural Groups. J.S. Phinney, P. Vedder, Family Relationship Values of Adolescents and Parents: Intergenerational Discrepancies and Adaptation. P. Vedder, D.L. Sam, F.J.R. van de Vijver, J.S. Phinney, Vietnamese and Turkish Immigrant Youth: Acculturation and Adaptation in Two Ethnocultural Groups. J.S. Phinney, J.W. Berry, D.L. Sam, P. Vedder, Understanding Immigrant Youth: Conclusions and Implications. Appendices.