Attitudes toward suicide: a comparison of Canadian and U.S. college students

The Suicide Opinion Questionnaire (SOQ) was administered to two samples (n = 100 each) of college students, one from Canada and one from the United States. A multivariate analysis of variance indicated substantial intergroup differences, but no sex differences. Univariate analyses indicated significant differences on 8 of the 15 SOQ factors, suggesting that Canadian college students perceive suicide as part of everyday life, not to be explained by recourse to religious, personality, or psychopathological constructs. The results are discussed in terms of six themes present in the suicide literature: motivation, acceptability, religion, impulsivity, recidivism, and misconceptions. Speculation is also provided regarding why such differences (despite considerable similarities) might exist.     

Attitudes toward suicide among highly creative college students

Two groups of college students (n = 58 each) were identified through a combination of teacher nominations and creativity test scores, were labeled as creative or control, and matched on gender, age, college major, and vocabulary level. Their attitudes towards suicide were assessed using the Suicide Opinion Questionnaire (SOQ). Seven of the eight SOQ scales statistically differentiated the two groups, with creative subjects showing greater agreement of endorsement on the Mental Illness, Right to Die, Normality, and Aggression scales, and greater disagreement on the Cry for Help, Religion, and Moral Evil scales. The results suggest considerable attitudinal differences towards suicide between highly creative subjects and their control peers, with creative students perceiving suicide in more liberal and less judgmental terms.     

Gender and Deviance: A Comparison of College Students in Japan and the United States

Although evidence abounds in American criminology that young males are more prone to deviance than females, relatively little is known about the magnitude of the gender gap in deviance across cultures. Drawing on the literature concerning “risk taking” in power-control theory and on theory and research concerning cultural variability in “uncertainty avoidance,” we offer a rationale for predicting that the gender differences in levels of deviance are less among Japanese youth than Americans. Among Japanese, the level of male deviance should be closer to that of females because “uncertainty avoidance” is a strong component of Japanese culture that affects socialization of both males and females. Analysis of identical survey data from college students in Japan and the United States provides strong support for our argument.     

Gender and Country Differences in Alcohol-Aggression Expectancy and Alcohol-Related Intimate Partner Violence

Drinking is associated with a higher rate of violent offending among males and a higher rate of violent victimization among females. Using comparable self-reported data, this study examines between the United States (n = 2,363) and Japan (n = 1,660) whether the gender difference in alcohol-related Intimate Partner Violence (IPV) is explained by alcohol-aggression expectancy. The results indicate that though males are more likely than females to expect that alcohol would make them more aggressive, alcohol-aggression expectancy cannot explain the gender difference in alcohol-related IPV. In both countries, instead, alcohol use of males most strongly accounted for the gender difference in alcohol-related IPV.     

Culture and validity of the Symptom Checklist-90-Revised and Profile of Mood States in a New Zealand student sample

New Zealand students' performance was examined on assessments of psychopathology and mood as compared to normative data from the United States. New Zealand university students (N = 137) completed the Symptom Checklist-90-Revised (SCL-90-R) and Profile of Mood States (POMS). Mean performances differed significantly from normative data for each SCL-90-R scale. No significant differences were found for the POMS scales. Within the sample, European (n = 82), Maori (n = 24), and Asian (n = 24) participants differed significantly on SCL-90-R obsessive-compulsive, phobic anxiety, and anxiety scales and POMS scales of tension and confusion. Implications for assessment of New Zealand samples are discussed.     

Competitiveness among Japanese, Chinese, and American undergraduate students

Although research indicates that competitiveness, defined as the desire to win in interpersonal situations, is an important individual difference that influences a range of social interactions, little research has focused on competitiveness in cultures outside the United States. This study investigated competitiveness in three cultures by comparing Chinese (n=61), Japanese (n=232), and American (n=161) undergraduate college students. Nationality and sex were compared on two scales of the revised Competitiveness Index. Analysis indicated that American students scored higher on Enjoyment of Competitiveness than Chinese and Japanese students, but no difference was found on Contentiousness. Men scored higher than women on Enjoyment of Competition but not on Contentiousness. The findings indicate that sex and cultural patterns influence some but not all aspects of competitiveness.     

Responses of Japanese and American university students to the STAI items that assess the presence or absence of anxiety

Symptom endorsements and item response patterns on the anxiety-present and anxiety-absent items of the State-Trait Anxiety Inventory Form Y (Spielberger, 1983) for 149 Japanese (99 living in Japan and 50 studying in the United States) and 76 American university students were compared. Although mean scores for the state and trait anxiety-absent items were comparable for Japanese students living in Japan and Japanese international students studying in the United States, the scores of both Japanese groups were significantly higher than those of American students. These differences were attributable to much higher scores of Japanese students on anxiety-absent items that corresponded to a lack of positive feelings. Japanese students had a tendency to inhibit positive (anxiety-absent) feelings, resulting in higher anxiety scores. Responses to anxiety-present and anxiety-absent items should be considered independently in scoring anxiety scales.     

Intra- and intercultural comparisons of the personality profiles of medical students in Argentina and the United States

This study was designed to compare the personality profiles of medical students in Argentina and the United States. The ultimate purpose of the research was to study the value of personality measures in predicting academic and professional performances. Participants were 421 medical students in Argentina (254 women, 167 men) and 623 medical students in the United States (207 women, 416 men). Eight personality measures were administered: Perception of Stressful Life Events, Test Anxiety, General Anxiety, Loneliness, Self-Esteem, Locus of Control, Extraversion, and Neuroticism. Intracultural comparisons showed some minor gender differences in personality profiles within each culture (e.g., in the United States, women scored higher than men on the Perception of Stressful Life Events and General Anxiety scales, and in Argentina, women scored higher on the Test Anxiety scale). Intercultural comparisons of personality profiles showed that Argentine medical students obtained higher average scores than did their American counterparts on the Perception of Stressful Life Events, Test Anxiety, General Anxiety, External Locus of Control, Extraversion, and Neuroticism scales. Argentine students scored lower on the Loneliness scale than did their American counterparts. Psychometric findings supported the measurement properties of the personality measures in the two cultures (e.g., construct validity, and internal consistency aspect of reliability). Further study of the implications of the findings in predicting academic attainment in medical school and to physician performance is recommended.     

Gender differences in geographical knowledge

In five experiments involving more than 1800 undergraduate students, males more accurately located places on maps of the United States or its various regions than did females. These gender differences could not be attributed to education, travel history, desire to travel, or in the amount of incidental exposure to several potential sources of geographic information in everyday life. Males performed more accurately than females on measures of egocentric and allocentric spatial orientation, but performance on these tasks was only weakly predictive of accuracy on tests of geographical knowledge. Since males and females learned the locations of places on an unfamiliar map at similar rates, regardless of whether such learning occurred under intentional or incidental instructions, gender differences in geographical knowledge cannot be attributed to differences in capacity to learn place locations on maps. An attentional hypothesis is proposed to account for the more accurate performance of males on tests of geographical knowledge.     

Assessing Loneliness in UAE Populations: the Relationship with Age,Gender, Marital Status,and Academic Performance

This study evaluates the extent of loneliness among tertiary students and the wider population in the United Arab Emirates (UAE) and examines its association with age, gender, marital status and academic performance. The study used the Arabic version of the UCLA Loneliness Scale. A total of 1429 students from all colleges of the UAEU and 1431 participants from the UAE responded to the scale and to questions on gender, age, marital status and educational level. It was found that college students tended to score below average on the loneliness scale and that males tended to score slightly lower than females. As for the wider UAE community, the participants’ mean loneliness score was also below the scale average and there were no statistically significant differences between males and females or between married and single persons. With respect to age, it was found that only among unmarried participants was age significantly correlated with loneliness. Interestingly enough, the relationship between academic performance as measured by GPA and loneliness levels was not statistically significant for either gender. These results were discussed within the UAE cultural context and the related literature.

     

Military and Civilian Undergraduates: Attitudes Toward Women,Masculinity, and Authoritarianism

The influence of civilian and military college environments and undergraduates' sex on gender role attitudes and authoritarianism was investigated. Three hundred thirteen male and 69 female, primarily white middle-class students at the United States Naval Academy, United States Air Force Academy, Reserve Officer Training Corps, and a civilian university participated. Approximately 7% were Hispanic, 6% African-American, and 5% Asian-American. Military students had the most traditional authoritarian beliefs and gender role attitudes. When men only were analyzed, USNA males were the most traditional in their attitudes toward women and in antifemininity attitudes. ROTC men were the most traditional in authoritarianism and in status beliefs. All military-affiliated men held more traditional toughness attitudes than did civilian men. USNA men had the most traditional attitudes toward women as compared to the USNA females and civilian females and males.     

Gender differences in Taiwan university students' attitudes toward Web-based learning.

This study explored gender differences on university students' attitudes toward Web-based learning in Taiwan. A Web-based Learning Attitude Survey (WLAS) was developed. The WLAS consisted of five scales, including access, social structure, content, pedagogy, and community relationship toward Web-based learning. By using an online survey, this study gathered the responses of 1,866 Taiwanese university students (940 males and 926 females) whose ages ranged from 18 to 23. The results showed significant gender differences in the aspects of social structure, content, and community relationship involved in Web-based learning. Interestingly, although females might consider the Internet a masculine-dominated technology, they displayed more favorable attitudes than males did regarding the impacts of socioeconomic status (the social structure scale) on students' performance of Web-based learning. Moreover, females possessed more positive attitudes than males toward the helpfulness and variety of the content for Web learning. However, they did not think the virtual interaction on the Internet could develop adequate teacher-student and peer relationships (the community relationship scale). Some follow-up interviews were also conducted with selected students, and the implications derived from this study were discussed.     

Does Education Influence Ethical Decisions? An International Study

This study examined whether having attended a public, private or religious affiliated grade and/or high school influenced a college student’s ethical decision making process. We also examined whether having taken an ethics course in college influences a student’s ethical decision making process. Our sample included 508 accounting students (237 men and 271 women) from Albania, Ecuador, Ireland and the United States. Our analyses indicated no differences in ethical decision making that associated with either grade-or-high-school education. While our data showed no difference in the reported attitudes between students from Ecuador and the United States after controlling for social desirability response bias, we found significant differences between the attitudes students from the United States and students from both Albania and Ireland. While gender was also significant for six of our seven scenarios, social desirability response bias was significant in all of our scenarios.     

Identity formation of United States American and Asian Indian adolescents

The Extended Version of the Objective Measure of Ego Identity Status-II was completed by 434 high school students from the United States and India. Students were male and female between the ages of 13 and 18 years. Asian Indian adolescents were found to be more diffused, foreclosed, and in moratorium in identity formation than adolescents in the United States. Gender and age differences in identity status also were found. Adolescent males and females in India had higher moratorium scores than adolescent males and females in the United States. Younger adolescents had lower exploration scores than did older adolescents. Implications for research are discussed.     

Religious Faith and Substance Problems in Undergraduate College Students: A Replication

The present study examined the relations between religious faith and alcohol and drug problems in undergraduate college students at a large public university in the Southeastern United States. The Santa Clara Strength of Religious Faith Questionnaire—Short Form and the Alcohol Problems and Drug Problems scales of the Personality Assessment Inventory were given to 303 undergraduate students. Findings indicated that religious faith was inversely associated with drug and alcohol problems in both males and females. Implications of these findings are discussed.     

Concepts of deviance and disturbance in children and adolescents: A comparison between the United States and Japan

Fifth and eleventh graders in the United States (N = 169) and Japan (N = 166) were interviewed about their reactions to stories describing various forms of psychological deviance in hypothetical peers. For each story, students were asked if any of the protagonist's behaviours seemed strange or unusual; why these behaviours were strange or unusual; and why the protagonist acted the way he or she did. More Japanese than American students mentioned the psychological reasoning of the individual, and more American than Japanese students mentioned external influences and violation of social norms in explaining and conceptualizing deviant conduct, respectively. Few developmental or gender differences emerged. Results are discussed in terms of the individualism‐collectivism paradigm and cultural differences in attributions for success and failure.     

Human figure drawings of adjudicated and nonadjudicated adolescents

We investigated differences between human figure drawings of adjudicated and nonadjudicated adolescents. In addition, the relationship between human figure drawings and crime category (person, property, other, none) was examined for the adjudicated adolescents. Subjects consisted of four groups of adolescents (n = 25 each): adjudicated males, adjudicated females, nonadjudicated males, and nonadjudicated females. Human figure drawings were obtained from all subjects; they were scored using a system that was developed for use with adolescents. Kruskal-Wallis one-way analyses of variance (ANOVAs) were used to assess the effects of adjudication status and gender. There were 11 significant differences between adjudicated and nonadjudicated adolescents and 11 differences among the four groups. Results of Kruskal-Wallis ANOVAs also showed two significant differences among crime categories.     

Symptoms of Depression and Psychological Distress in United States and Japanese College Students

Abstract

We compared United States and Japanese university students on self-report measures of depression (Beck Depression Inventory; BDI) and psychological distress (General Weil-Being Scale; GWB). In addition, we reassessed sex differences on these measures for students in the United States and examined sex differences for Japanese students. We found that (a) Japanese students had significantly higher scores than their U.S. counterparts on the BDI but not on the GWB scale and that (b) male and female college students in the U.S. and Japan did not differ in scores on the BDI or the GWB scale.     

Culture,gender, and the bipolarity of momentary affect

This study examined if the relation between momentary positive and negative affect varies with culture and gender. In eight samples covering five languages (English, Spanish, Chinese, Japanese, and Korean) with 3084 respondents (1305 males and 1779 females), I tested this proposal through structural equation models that controlled for random and systematic errors of measurement. In all eight samples, female respondents yielded a more negative correlation between positive and negative affect than did male respondents, but the differences were tiny and only two were statistically significant. In a multi-sample confirmatory factor analysis, the correlation was found to be substantial and negative in all five languages (φ ranging from ?.80 to ?.91). All values from the total samples and from males and females separately were consistent with the bipolarity of positive and negative affect.     

Gender Differences in Gender-Role Perceptions Among Japanese College Students

This study investigated gender differences ingender role perceptions among contemporary Japanesecollege students. Originally, a total of 309 students(111 men and 198 women) rated the desirability of 60 items of the Japanese version of Bem SexRole Inventory for both men and women. One hundredfifty-nine students' desirability ratings for men and150 students' desirability ratings for women wererandomly selected. A significant gender difference wasfound only on the desirability ratings of feminine itemsfor men with the males having a higher mean score thanthe females (p < .001). There was no gender difference in the desirability ratings offeminine items for women and masculine items for men andfor women. Several possible explanations for the presentresults were discussed. A comparison of the present findings to the results of the previous study(Kashiwagi, 1974) was also discussed.