09:20-11:00 | Room 701 (7F)
Friday Session I Psychology & Education Session Chair: Paul Wallace 45417
09:20-09:45 | Room 701 (7F)
The Influence of Parenting Style on Single-Child Versus Multi-Child Chinese Overseas Students’ Life Satisfaction Xiao Yuan Sun, GuangDong Medical University, China
This study was conducted to examine the influence of parenting styles on the life satisfaction of single-child and multi-child Chinese oversea students enrolled in Assumption University of Thailand. The sample consisted of 212 (106 single-child and 106 multi-child) Chinese overseas students who returned completed surveys. The mean age within the interval of 18 to 26 years. In terms of educational attainment, 94.8% (n=201) of the respondents’ mothers and 90.6% (n=192) of the respondents’ fathers possessed either a high school diploma or an undergraduate degree; 5.2% (n=11) of the respondents’ mothers and 9.4% (n=20) of the respondents’ fathers possessed a graduate degree. Path analysis via multiple regression analysis showed that for the single-child respondents, (1) their perception of their mother’s permissive and their father’s authoritative parenting styles have direct positive influences on their reported life satisfaction, and (2) their perception of their mother’s authoritative and their father’s authoritarian parenting styles have indirect influences on their reported life satisfaction, being mediated by their depression and stress levels. For the multi-child respondents, the path analytic results showed that their perceptions of their mother’s authoritative and authoritarian parenting styles have indirect influences on their reported life satisfaction, being mediated by their self-esteem level. 45448
09:45-10:10 | Room 701 (7F)
Cross-Cultural Adaptation of Turkish International Students in Japan: A Qualitative Study Ayse Ilgin Sozen, Okayama University, Japan Tomoko Tanaka, Okayama University, Japan Sachiko Nakano, Yamaguchi University, Japan
The present study explores the cross-cultural adaptation of Turkish international students in Japan. The purpose of this study is to partially fill the gap in the literature by investigating Turkish international students’ perceptions and expectations while living in Japan. Another purpose of the study is to provide upcoming students with an overall understanding of what to expect when they choose to study at a university in Japan, and this study aims to provide universities with some implications of how to devise better support and facilities to aid international students with their transition stages. The study draws on data from semi-structured, in-depth interviews with Turkish students to identify the stressors, challenges, and problems they encounter during their cross-cultural transition in Japan. A total of 21 students (12 females and nine males) from Turkey who were in higher education or graduated from a university in Japan (one bachelor’s degree, two master’s students, one master’s degree, 11 PhD students, four PhD degrees and two postdoc degrees) volunteered to be interviewed for this study. Students ranged in age from 25 to 37 years with a mean age of 29.09 years (SD = 3.30). Each interview transcript was individually examined via qualitative analysis, aiming to develop or identify possible categories based on Grounded Theory Approach. The analysis resulted in different hierarchical levels of categories related to cross-cultural adaptation of Turkish international students. It is suggested that differences in collectivistic tendencies have influences on cross-cultural adaptation process. 45486
10:10-10:35 | Room 701 (7F)
The Impact of Personality on Affect Towards Robots as Communication Partners Paul Wallace, Appalachian State University, United States
This paper reports on a study designed to assess affect and anxiety of participants practicing foreign language conversations with both a human and robot communication partner. Measures included the Big Five Personality Inventory and the State-Trait Anxiety Inventory, to investigate the relationship between personality and anxiety for students with foreign language classroom anxiety while working with both human and social robots. Prior research shows that interactions with physically embodied agents, such as robots, have been found to be more enjoyable, engaging, credible, and informative than computer-based agents and avatars, and similar to interactions with humans. People also feel a stronger sense of social presence interacting with a robot than with an animated character on a screen, they spend more time with the robot, and their attitudes are more positive toward the robot. Social robots are found to be highly effective at reaching and motivating children with autism who have difficulty interacting with humans, or who are uncomfortable practicing and using social skills with people. One explanation is that robots are perceived to be non-judgmental, and might help socially impaired people relate to others. Results of this study suggest that participants with higher levels of Big Five personality dimensions exhibit increased levels of anxiety working with humans, as compared to robot communication partners.
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