Cross-cultural psychological studies in educational settings on Asia: Bibliometric analysis and narrative study
DOI:
https://doi.org/10.26905/jpt.v19i2.13436Keywords:
Asian, cross-cultural psychology, education, schoolAbstract
ABSTRACT
The culture of Asian societies that are different from the West can influence different approaches to the educational process. Understanding the differences in cross-cultural psychology in Asia and the West can help teachers and curriculum designers provide appropriate learning techniques and strategies for multicultural students. This study aims to find out 1) Cross-cultural psychology research trends in educational settings, 2) Mapping the cross-cultural psychology studies in educational settings, and 3) Explaining cross-cultural psychology studies in educational settings in Asia. The methods used are bibliometric analysis (VOSViewer) and narrative studies. The result is that research trends are less desirable or researched and research topics related to cultural competency, attitude, comparative study, student-teacher relationship, and adaptation.
ABSTRACT
Budaya masyarakat Asia yang berbeda dengan wilayah Barat dapat memengaruhi perbedaan pendekatan-pendekatan dalam proses pendidikan. Memahami perbedaan psikologi antarbudaya di Asia dan wilayah Barat dapat membantu guru dan perancang kurikulum untuk memberikan teknik dan strategi pembelajaran yang tepat bagi siswa yang multikultur. Studi ini bertujuan untuk mencari tahu 1) Trend penelitian psikologi lintas budaya dalam setting pendidikan, 2) Memetakan studi-studi psikologi lintas budaya dalam setting pendidikan, dan 3) Menjelaskan kajian psikologi lintas budaya dalam setting pendidikan di Asia. Metode yang digunakan yaitu analisis bibliometrik (VOSViewer) dan studi naratif. Hasilnya bahwa trend penelitian kurang diminati atau diteliti dan topik penelitian berkaitan dengan cultural competency, attitude, comparative study, student-teacher relationship, dan adaptation.
References
Aryanti. (2014). Pengembangan identitas remaja transmigran jawa di Lampung melalui pertemanan antar budaya di sekolah. Jurnal Kajian Komunikasi, 2(1), 93–104.
Athanasiou, K., Melegkovits, E., Andrie, E. K., Magoulas, C., Tzavara, C. K., Richardson, C., Greydanus, D., Tsolia, M., & Tsitsika, A. K. (2018). Cross-national aspects of cyberbullying victimization among 14–17-year-old adolescents across seven European countries. BMC Public Health, 18(1), 800. https://doi.org/10.1186/s12889-018-5682-4
Bhochhibhoya, A., Dong, Y., & Branscum, P. (2018). Sources of social support among international college students in the United States. Journal of International Students, 7(3), 671–686. https://doi.org/10.32674/jis.v7i3.293
Boyle, G. J., Wongsri, N., Bahr, M., Macayan, J. V., & Bentler, P. M. (2020). Cross-cultural differences in personality, motivation and cognition in Asian vs. Western societies. Personality and Individual Differences, 159, 109834. https://doi.org/10.1016/j.paid.2020.109834
Cortina, K. S., Arel, S., & Smith-Darden, J. P. (2017). School Belonging in Different Cultures: The Effects of Individualism and Power Distance. Frontiers in Education, 2. https://doi.org/10.3389/feduc.2017.00056
Curhan, K. B., Sims, T., Markus, H. R., Kitayama, S., Karasawa, M., Kawakami, N., Love, G. D., Coe, C. L., Miyamoto, Y., & Ryff, C. D. (2014). Just how bad negative affect is for your health depends on culture. Psychological Science, 25(12), 2277–2280. https://doi.org/10.1177/0956797614543802
Dennehy, E. (2015). Learning approaches and cultural influences: a comparative study of Confucian and western-heritage students. Journal of Further and Higher Education, 39(6), 818–838. https://doi.org/10.1080/0309877X.2013.869561
Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: a review of the literature. Advances in Health Sciences Education, 21(5), 1087–1112. https://doi.org/10.1007/s10459-015-9645-6
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Fabris, M. A., Lin, S., & Longobardi, C. (2023). A cross-cultural comparison of teacherstudent relationship quality in Chinese and Italian teachers and students. Journal of School Psychology, 99, 101227. https://doi.org/10.1016/j.jsp.2023.101227
Fitriadi, F., Sinaga, R. M., & Muhammad, R. R. (2024). A literature review on the cultural perspective study in elementary school education in Indonesia. Journal of Innovation in Educational and Cultural Research, 5(1). https://doi.org/https://doi.org/10.46843/jiecr.v5i1.848
Garza-Reyes, J. A. (2015). Lean and green – a systematic review of the state of the art iterature. Journal of Cleaner Production, 102, 18–29. https://doi.org/10.1016/j.jclepro.2015.04.064
Hendrickson, B., Rosen, D., & Aune, R. K. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations, 35(3), 281–295. https://doi.org/10.1016/j.ijintrel.2010.08.001
Irawaty, S., & Prasastiningtyas, W. (2023). Peran Komunikasi lintas budaya dalam fungsi sosial dan potensi masalah yang timbul (studi kasus pada mahasiswa Universitas Sangga Buana dalam pertukaran pelajar). JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(3), 1765–1777. https://doi.org/10.54371/jiip.v6i3.1708
Jahan, N., Naveed, S., Zeshan, M., & Tahir, M. A. (2016). How to conduct a systematic review: A narrative literature review. Cureus, 8(11), e864. https://doi.org/10.7759/cureus.864
Konu, A. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79–87. https://doi.org/10.1093/heapro/17.1.79
Lucchetti, G., Damiano, R. F., DiLalla, L. F., Lucchetti, A. L. G., Moutinho, I. L. D., da Silva Ezequiel, O., & Kevin Dorsey, J. (2018). Cross-cultural differences in mental health, quality of life, empathy, and burnout between US and Brazilian medical students. Academic Psychiatry, 42(1), 62–67. https://doi.org/10.1007/s40596-017-0777-2
Makarova, E., & Birman, D. (2015). Cultural transition and academic achievement of students from ethnic minority backgrounds: a content analysis of empirical research on acculturation. Educational Research, 57(3), 305–330. https://doi.org/10.1080/00131881.2015.1058099
Marsico, G., & Dazzani, M. V. M. (2024). Cultural psychology of education: Approaches and strategies. Integrative Psychological and Behavioral Science, 58(2), 638–648. https://doi.org/10.1007/s12124-022-09707-2
Mau, W.-C., Chen, S.-J., Li, J., & Johnson, E. (2020). Gender difference in STEM career aspiration and social-cognitive factors in collectivist and individualist cultures. Administrative Issues Journal Education Practice and Research, 10(1), 30–46. https://doi.org/10.5929/2020.10.1.3
Mikecz Munday, Z. (2021). Adapting to transnational education: Students’ experiences at an American university in the UAE. Learning and Teaching in Higher Education: Gulf Perspectives, 17(2), 121–135. https://doi.org/10.1108/LTHE-08-2020-0017
Moula, Z. (2021). Academic perceptions of barriers and facilitators of creative pedagogies in higher education: A cross-cultural study between the UK and China. Thinking Skills and Creativity, 41, 100923. https://doi.org/10.1016/j.tsc.2021.100923
Nicholson, J., Shimpi, P. M., Kurnik, J., Carducci, C., & Jevgjovikj, M. (2014). Listening to children’s perspectives on play across the lifespan: Children’s right to inform adults’ discussions of contemporary play. International Journal of Play, 3(2), 136–156. https://doi.org/10.1080/21594937.2014.937963
Pandey, J., Sinha, D., & Bhawuk, D. P. S. (1996). Asian contribution to cross-cultural psychology(I. Sage Publications (ed.)).
Reeve, J., Cheon, S. H., & Yu, T. H. (2020). An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement. International Journal of Behavioral Development, 44(4), 325–338. https://doi.org/10.1177/0165025420911103
Rofi’i, A., Pambudi, N., Muthawali, D. I., Safar, M., & Kurniadi, P. (2024). Integrating global perspectives into English curriculum: A literature review on cross-cultural competence in language education. Jurnal Review Pendidikan Dan Pengajaran (JRPP), 7(2), 3730–3737. https://doi.org/https://doi.org/10.31004/jrpp.v7i2.26715
Ryan-Bloomer, K., & Candler, C. (2013). Playfulness of children at home and in the hospital. International Journal of Play, 2(3), 237–253. https://doi.org/10.1080/21594937.2013.855383
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic psychological need in motivation, development, and wellness. Guildford Press.
Shadiev, R., Sintawati, W., Kerimbayev, N., & Altinay, F. (2024). Systematic review (2003–2023): Exploring technology-supported cross-cultural learning through review studies. Sustainability, 16(2), 755. https://doi.org/10.3390/su16020755
Stroet, K., Opdenakker, M.-C., & Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review, 9, 65–87. https://doi.org/10.1016/j.edurev.2012.11.003
Tao, Y., Oliver, M., & Venville, G. (2013). A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: Cultural and socioeconomic complexities. Journal of Research in Science Teaching, 50(1), 33–61. https://doi.org/10.1002/tea.21064
ThePie. (2023). UK transnational education to grow in response to world demand. The Pie. https://thepienews.com/uk-transnational-education-to-grow-in-response-toworld-demand/
Wang, J., & Zhang, S. (2022). Cross-cultural learning: A visualized bibliometric analysis based on bibliometrix from 2002 to 2021. Mobile Information Systems, 2022, 1–11. https://doi.org/10.1155/2022/7478223
Wang, Y., King, R. B., Wang, F., & Leung, S. O. (2021). Need-supportive teaching is positively associated with students’ well-being: A cross-cultural study. Learning and Individual Differences, 92, 102051. https://doi.org/10.1016/j.lindif.2021.102051
Warren, D., & Luebsen, W. (2020). Students as partners and peer coaches in student engagement. In T. Lowe & Y. El Hakim (Eds.), A handbook for student engagement in higher educationn: Theory into practice. Routledge.
Zheng, R., & Gardner, M. K. (2017). Handbook of research on serious games for educational applications. Advances in game-based learning book series. IGI Global Publisher
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
