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CROSS-CULTURAL RESEARCH OF COGNITIVE PROCESSES IN A WORK BY MICHAEL COLE (Interkulturni vyzkum poznavacich procesu v dile Michaela Colea)

100%
Seidlova-Malkova G., Bartlova A.
Pedagogický časopis (Journal of Pedagogy)
|
2010
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vol. 1
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issue 1
64-84
EN
Based on the work by Michael Cole, one of the most remarkable representatives of American cultural psychology, the paper outlines main topics of the field, specifically in relation to the methodological issues of intercultural studies on cognitive processes. The scientific shifts in the development of M. Cole's views are described, documented by his own research studies. Among the relevant theoretical and methodological issues, the questions of ecological validity of the research are discussed, in which any explanations of cultural developmental differences by specific educational factors are disputable as a result of mutual interdependence of culture, education and cognition. The study also refers to the theoretical background of Cole's approach, as impacted by the European traditions in cultural psychology (represented by L. S. Vygotskij and A. R. Lurija).
2
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A Good Mix? Mixed Mode Data Collection and Cross-national Surveys

100%
Martin P.
ASK. Research and Methods
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2011
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vol. 20
5-26
EN
Can cross-national surveys benefit from mixed mode data collection? This article provides a classification of the different ways in which modes of data collection may be mixed within a cross-national survey, and investigates the methodological consequences of such designs. Mixed mode designs have the potential to lower survey costs relative to single-mode face-to-face surveys, while maintaining higher response rates than cheaper modes alone could. Yet since responses to survey questions are not always independent of the survey mode, mixed mode designs endanger cross-national measurement equivalence (as well as, in the case of time series surveys, diachronic equivalence), so that cross-national comparisons (and analyses of change over time) lose internal validity. These problems can be mitigated by careful questionnaire and survey design, but won’t be entirely overcome in many cases. The use of mixed mode designs in cross-national surveys therefore needs to be accompanied by methodological research to establish the likely consequences for measurement.
3

ATTITUDE TOWARDS MATHEMATICS AMONG CHINESE AND HUNGARIAN SECONDARY SCHOOL STUDENTS (Kinai es magyar szakkozepiskolas diakok matematika iranti attitudje)

75%
Sebestyen N.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2009
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vol. 64
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issue 1
155-177
EN
In recent decades, intercultural psychologists and educators have paid increasing attention to the East Asian cultures, mostly focusing on knowing and understanding their education successes and revealing the cultural and social factors that cause these results. Despite of much research on Chinese–American comparison, just a few investigations compare China to another, non-american country, especially to Hungary. One of the authoress' purposes was to attempt to fill this gap and broaden the literature in this subject. The goal of this study was to explore mathematical beliefs and behaviors among 128 Chinese and 106 Hungarian Grade 10-11 vocational secondary school students. Their mathematical attitude was investigated with a questionnaire - developed by Schoenfeld (1989) - containing 70 closed questions in 6 sections: attributions of success and failure; perception of mathematics and school practice; student's views of school mathematics, English and social studies; the views of the nature of geometry; motivation; and personal and scholastic performance and motivational data. The findings show important cultural differences in the field of effort (more important for the Chinese students), motivation (negative motivation, like fear of serious consequences of low achievement in mathematics is more significant among the Hungarian students) and family support (in the Chinese sample it was considered more important that both parents are interested in the performance of their child). These results can help to organize Hungarian math teaching and education in a more effective way, furthermore to support the Chinese students in Hungary.
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