Peran Pandangan Dunia dan Emosi Positif terhadap Kepribadian Multikultural

The world is now becoming more interconnected so that people need the ability to adapt cross-culturally to deal with it. Multicultural personality is one of the concepts of cultural adaptability. This study aims to examine empirically the role of the world view and positive emotions on the multicultural personality of the students. The hypothesis of this study was the world view and positive emotions would be able to predict student multicultural personality. The subjects of the study were 132 undergraduates and master students of UGM. Three scales, multicultural personality scales, world view scales and positive emotion scales were distributed to the subjects. Data analysis was done by multiple regression. The results showed that the world view and positive emotions together play a role in predicting student multicultural personality with R = 0,313, F = 7,008 and p = 0,001 (p <0,01). The world view and positive emotions together made a contribution of 9.8% in multicultural personality. This study showed that from these two variables only positive emotions predicted the multicultural personality

The intercultural effectiveness of university students

Intercultural communication has reached new levels with economic globalization, increased sophistication of communication technologies, and “internationalization” of education. As a critical tool for intercultural effectiveness, having a multicultural personality shapes the nature of interaction with people from other cultural backgrounds. In the university context, to advance internationalization, tertiary institutions need to be real international centers for teaching and learning with respect to people’s world views. This study aimed to explore intercultural effectiveness of university students by using the Multicultural Personality Questionnaire (MPQ). With this purpose in mind, 493 students from the University of Notre Dame (ND), Sydney participated in a survey utilizing the MPQ. This study ascertained differences in dimensions of the MPQ for several demographic variables such as traditional (\u3c24 years of age) vs. non-traditional (\u3e24 years of age) university students, gender, religious affiliation, bicultural status, and level of study. This study confirmed significant differences in intercultural effectiveness across various countries as well as gender, non-traditional students, and bicultural study. It also stressed the role of curriculum changes at universities to strengthen intercultural effectiveness

Is multicultural effectiveness related to phrasal knowledge in English as a second language?

The present study investigates the role of personality in language learning, with a special focus on the association between multicultural effectiveness and phrasal knowledge in L1 Dutch L2 English learners in Belgium (n=97). Results from the Multicultural Personality Questionnaire (MPQ) (five personality dimensions) were associated with results from a rational cloze test, measuring productive phrasal knowledge. In addition, scores from grammar proficiency tests were also included, since language proficiency is known to be a strong predictor for phrasal knowledge. A regression analysis revealed significant associations between phrasal knowledge and the personality dimensions Flexibility and Openmindedness, when grammar proficiency was controlled for. This study adds to the growing body of evidence of associations between phrasal knowledge and personality, encouraging researchers to pursue this avenue with learners from different L1/L2 pairings, in different contexts of L2 acquisition

A Multicultural Comparison of Engineering Students

A multicultural personality profile of engineering students is presented in this work. The Myers-Briggs Type Indicator (MBTI) was used as an instrument to sort personality types of engineering students at both King Fahd University of Petroleum and Minerals in Saudi Arabia and University of Western Ontario in Canada. The paper discusses the diferences and similarities in the personality profile of Saudi and Canadian engineering students and its implications for engineering education in the light of the MBTI scales

Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English

An analysis of 100 Flemish high-school students' attitudes towards French and English (both foreign languages) revealed complex links etween personality factors, gender, politicocultural identity, communicative behaviour and foreign language attitudes. Attitudes towards English were found to be much more positive than those towards French, despite the fact that the participants had enjoyed a longer and more intense formal instruction in French (it being their second language). The independent variables were found to have stronger effects for French than for English, with the exception of politicocultural identity of the participant, which had a strong effect on attitudes towards French but not English. Overall, it seems that social factors, including exposure to the foreign languages, are linked with lowerlevel personality dimensions and thus shape attitudes towards these languages

Pendidikan Seni Sebagai Alternatif Pendidikan Multikultural

Multicultural as one of the art learning approach is essential in one’s character building process in order to own relatively strong personality. Multicultural approach should be flexible depending on the ability of the learner, society, and cultural and social condition of the environment. The multicultural approach learning should emphasize on the development of the sensitivity of feeling, esthetics, and ability to imagine and to create. It implies on the role and competence of the art teachers. Art teacher is demanded to be knowledgeable, skillful, and responsible of his/her profession; to master art, and to be able to develop teaching material; to master the theories and practices in the frame of art learning; to be able to plan and manage art learning

The Contributing Role of Prevalent Belief Systems to Intergroup Attitudes and Behaviors

Abundant research shows that prevalent belief systems across cultures contribute to people’s levels of stereotyping, prejudice, and discrimination. Such popular belief systems are often communicated by everyday sayings (e.g., the belief that hard work leads to success, as captured by “Madruga y verás, trabaja y tendrás” [Colombia], “Kung may tiyaga, may nilaga” [Philippines], The early bird catches the worm [U.S.A.]). We review the relations between intergroup processes and the following belief systems: entity theory, incremental theory, multiculturalism, colorblindness, polyculturalism, and the Protestant work ethic. We discuss factors that affect the development, maintenance, and potential change in these belief systems, and ways that this knowledge may be used to reduce prejudice are discussed

Colorblind Ideology and Perceptions of Minority Children During a Fictionalized Parent-Child Discipline Scene

Belief in colorblind ideology among 200 social service providers and its associations with their evaluations of a fictionalized minority family were examined. Perceptions of the family in the first scenes of the movie Crooklyn included the mother’s competency, abusiveness, supportiveness, and irresponsibility, as well as her children’s respectfulness, obedience, lack of control, and aggressiveness. Colorblind ideology was operationalized as participants’ reported degree of belief that differences should be ignored when encountering others. Significant associations were found between degree of belief in ignoring differences and perceptions of the children as aggressive and out-of-control. Therefore, as the tendency to believe in ignoring differences increased, the tendency to see the Crooklyn children as aggressive and out-of- control also increased. Imposing colorblind ideologies when evaluating minority children may be associated with increasingly negative perceptions, and therefore may not be in the children’s best interest. Implications for improving social service-provision also are discussed

Psychological Impact of Negotiating Two Cultures: Latino Coping and Self-Esteem

Among 96 Latino adults, active coping accounted for variance in global self-esteem beyond that of biculturalism and sociodemographic indicators. The findings highlight the importance of accounting for the way Latino adults approach negotiating multiple cultural contexts. Extending acculturation research to integrate competence-based formulations provides comprehensive information regarding cultural adaptation. Entre una muestra de 96 adultos Latinos, el afrontamiento activo dio cuenta de la varianza en autoestima global más allá de los indicadores de biculturalismo y sociodemográficos. Los hallazgos destacan la importancia de buscar una explicación a la forma en que los adultos Latinos enfocan la negociación de múltiples contextos culturales. Extender el ámbito de la investigación sobre aculturación para integrar las formulaciones basadas en competencia proporciona una información exhaustiva sobre la adaptación cultural

The Contribution of Levinas’ Conception of Responsibility to Ethical Encounter Counselor-Counselee

In fact, humans have always been closely related to others. This relationship can be meant to encounter ethical counselor-counselee which is based on an attitude of responsibility. The concept of Levinas’s responsibility can be laid at the foundation for the ethical relationship of counselor-counselee to contribute and strengthen the concept of responsibility in the literature of guidance and counseling, as well as in counseling practices. Based on the literature review and critical analysis, we found the following results: 1) The helping profession is to be interpreted in the framework of thinking responsibility, and the responsibility of counselor-counselee should be able to be realized in concrete actions and patterned being-for so that it becomes I-for-You (asymmetrical), should not be reversed into a being-with so that it becomes You-to-I (reciprocity/mutuality); 2) Responsibility in the context of multicultural counseling is seen in phenomenological by pointing at reality in awareness counselor (intentionality); 3) Empathy as a major component of the counselor in the basic attitude of its existence takes responsibility for substitution (one-in-the-place-of-another). The responsibility of substitution is the unique and the total responsibility of the counselor-counselee; and 4) Reconciliation as the main goal of responsibility