Journal articles: 'Social and intercultural psychology'

1

Brown, Patricia M., Anita S. Mak, and James T. Neill. "Internationalisation at home: Intercultural learning for social psychology students." Psychology Teaching Review 22, no. 2 (2016): 30–40. http://dx.doi.org/10.53841/bpsptr.2016.22.2.30.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

An internationalised curriculum could better prepare graduates for globalising and increasingly culturally diverse workplaces. There is a need to provide students with intercultural learning opportunities at home because many students do not have access to study abroad opportunities. This paper describes curriculum changes designed to enhance students’ intercultural learning in a third year social psychology course at an Australian university. Two novel classroom activities based on the alliance building and cultural mapping methods of the Excellence in Cultural Experiential Learning and Leadership (EXCELL) programme were used. Students reported increased intercultural learning in this course, especially regarding awareness and knowledge, compared to another third year psychology course they participated in that did not include such activities. Suggestions for embedding intercultural l arning throughout the psychology curricula are discussed along with the challenges in sustaining such curriculum changes.

2

Denoux, Patrick, and Paraskevi Simou. "Cross-Cultural Psychology à la française: An Overview of Interdisciplinary Intercultural Studies and Intercultural Psychology." Journal of Cross-Cultural Psychology 53, no. 7-8 (August 2022): 817–46. http://dx.doi.org/10.1177/00220221221107727.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The paper aims to show the international impact of 50 years of cross-cultural psychology on interdisciplinary intercultural studies and intercultural psychology, as developed in French-speaking countries. An original overview of the most prominent research carried out by Association pour la Recherche Interculturelle (ARIC, Association for Intercultural Research) and the research team Interculturation Psychique et Contacts Culturels (IPCC, Psychological Interculturation and Cultural Contacts) is suggested, while tending to cover the worldwide research related to the individual in intercultural situations. ARIC’s main topics are education, socio-political aspects and identity, individual, and cultures. This international association focuses on the articulation of research and practice to propose better policies to multicultural societies. In this perspective, it has carried out research about the immigration challenges considering the immigrants as well as the host societies. As it concerns intercultural psychology, it develops according to interculturation, that is, the psychological process that allows to overcome the cultural differences. It shapes intercultural personality and identity and the cognitive, affective and behavioral reactions of individuals or groups in any cultural contact. The various fields of application of both underline the undoubtable influence of cross-cultural psychology and the possibilities for further in-depth collaboration due to mutual contributions.

3

Haas, Brian W. "Enhancing the Intercultural Competence of College Students: A Consideration of Applied Teaching Techniques." International Journal of Multicultural Education 21, no. 2 (July 8, 2019): 81–96. http://dx.doi.org/10.18251/ijme.v21i2.1696.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Many higher education instructions have set forth explicit objectives to improve college students’ intercultural sensitivity and communication. However, there currently exits considerable heterogeneity in terms of the extent and methods that higher education institutions undertake in order to achieve these important goals. This praxis essay provides a framework to understand the process of intercultural learning in college students, the core features of academic cultural psychology, and makes specific recommendations for effective and innovative ways to teach a cultural psychology course to a broad range of undergraduate students. Specific teaching techniques are offered to target specific intercultural learning areas.

4

Berry, John W. "Intercultural Relations and Acculturation in the Pacific Region." Journal of Pacific Rim Psychology 4, no. 2 (December 1, 2010): 95–102. http://dx.doi.org/10.1375/prp.4.2.95.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

AbstractThe Pacific region is one of the most culturally diverse areas of the world; societies within this region are also culturally diverse. For both these reasons, intercultural relations and acculturation phenomena are at the forefront of psychological interests there. This paper first situates these phenomena in their ecological and cultural contexts, in which human diversity and individual behaviour can be examined and understood as adaptations to these contexts. Then the notion of differentiation in psychological and sociocultural phenomena is discussed, linking them to the concept of social capital. The processes involved in acculturation and intercultural relations are then described, and linked to the concept of differentiation. The argument is presented (with an empirical example from research with immigrant youth) that the more differentiated are a person's psychological life, as well as their social and cultural engagements, then the better adapted they are to living interculturally. Suggestions for policy and programme development and implementation are made: these include advancing the multicultural way of living together, and of accepting the need for mutual accommodation.

5

Tien, Nai Chieh, Lia Softas-Nall, and Julie Barritt. "Intercultural/Multilingual Couples." Family Journal 25, no. 2 (April 2017): 156–63. http://dx.doi.org/10.1177/1066480717697680.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The present qualitative study aimed to better understand common themes in the experiences of intercultural/multilingual couples through a phenomenological approach. Saturation was reached after interviewing eight couples (16 participants in total). Eight common themes related to cultural differences and four related to language differences were found to influence couples’ relationships and communication in this qualitative study. Affection expression, gender roles, religious preferences, importance of food, residency decisions, child-rearing practices, extended family, and handling of finances were all emerged themes of cultural negotiations. In terms of language, communicating with extended family, expressing self and communicating in second language, learning a different language, and lost in translation emerged as themes. Finally, implications for family and couples’ counselors are reviewed.

6

Lee, ShinHwa, Richard S. Balkin, and Mary A. Fernandez. "Asian Intercultural Marriage Couples in the United States." Family Journal 25, no. 2 (April 2017): 164–69. http://dx.doi.org/10.1177/1066480717697951.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Asian-involved intercultural couples are increasing as society becomes more open and accepting of intercultural relationships. Although issues and conflicts exist due to cultural differences, acculturation and personality characteristics may strengthen intercultural relationships. Ninety-two Asian and non-Asian individuals in Asian couples and Asian intercultural couples in the United States were compared based on the level of marital satisfaction, the level of acculturation, and personality characteristics. Findings indicated no differences in the level of marital satisfaction. However, significantly higher levels of acculturation in Asians in Asian intercultural couples and significantly higher levels of openness, conscientiousness, and extroversion in individuals in Asian intercultural couples were evident.

7

Barnlund, Dean C., and Shoko Araki. "Intercultural Encounters." Journal of Cross-Cultural Psychology 16, no. 1 (March 1985): 9–26. http://dx.doi.org/10.1177/0022002185016001002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Bhugun, Dharam. "Intercultural Parenting in Australia." Family Journal 25, no. 2 (April 2017): 187–95. http://dx.doi.org/10.1177/1066480717697688.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This study employed a qualitative and social constructionist approach to examine cultural differences in intercultural parenting and how parents negotiated cultural differences. Semistructured, in-depth interviews were conducted with 14 intercultural couples/parents. Thematic analysis was used to analyze data and understand the meanings of participants’ experiences. The findings revealed that while intercultural couples experienced several similar aspects of parenting experienced by monocultural couples, their experiences were exacerbated because of the cultural differences. The most common descriptions of differences and uniqueness in parenting were identified as (a) discipline, (b) sleep patterns, (c) cultural taboos refood and traditional medical practices, (d) children’s socialization process, (e) education, (f) language and communication, (g) role of children, and (h) the role of extended families. Five major conflict resolution strategies were identified: (a) communication, (b) compromise, (c) sphere of rule, (d) asymmetrical decision-making, and (e) individual traits. Practical implications for therapists and counsellors working with intercultural parents/couples are discussed.

9

Linhof, Angela Y., and Robert Allan. "A Narrative Expansion of Emotionally Focused Therapy With Intercultural Couples." Family Journal 27, no. 1 (November 1, 2018): 44–49. http://dx.doi.org/10.1177/1066480718809426.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Intercultural relationships continue to rise in the United States, while the fields of couple and family therapy research lag in their inclusion of diverse samples that best reflect these relationship realities. Emotionally focused therapy (EFT) is an empirically supported approach to working with couples that offers promise for working with intercultural couples. In this article, we first review clinical considerations when working with intercultural couples and then discuss how therapists can expand EFT using narrative techniques to ensure the realities intercultural couples face are included in the therapeutic process. We conclude with specific suggestions for working with intercultural couples.

10

Yuan, Xiaohui. "Emotion in Intercultural Communication– A Sociocultural Model." Studies in Media and Communication 11, no. 1 (January 31, 2023): 104. http://dx.doi.org/10.11114/smc.v11i1.5765.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Emotion has been widely studied in multiple disciplines which include but are not exhaustive to cognitive psychology, neurobiology, anthropology and linguistics. However, emotion in the context of intercultural communication has received far less well-deserved attention. On the other hand, although certain social factors such as context, common ground, formulaic language use and salience are deemed as indispensable helping us to understand the nature of and challenges in intercultural communication, a key concept such as emotion and its role in shaping people’s perceptions, interpretations, attitudes and language use in intercultural contexts is in effect neglected or taken from an intuitive departure, despite a burgeoning growth of literature contributing to conceptualising intercultural communication theories. In this paper, I intend to fill this overlapping gap in the emotion studies and in the intercultural communication research, drawing on findings on the nature of emotion in cognitive psychology, anthropology and linguistics to develop a sociocultural model theorising emotion in intercultural contexts. Naturally occurring intercultural interactions, where Mandarin is used as the language of communication, are employed to illustrate how the model can be applied to analysing emotion, language and culture in intercultural encounters. It is hoped that this paper can contribute to interdisciplinary efforts on theorising emotion in the area of intercultural communication.

11

Bhawuk, Dharm P. S. "Intercultural Communication in a Dynamic Environment." Psychology and Developing Societies 21, no. 2 (July 2009): 161–81. http://dx.doi.org/10.1177/097133360902100201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Stierle, Christian, Rolf van Dick, and Ulrich Wagner. "Success or Failure? Personality, Family, and Intercultural Orientation as Determinants of Expatriate Managers' Success." Zeitschrift für Sozialpsychologie 33, no. 4 (December 2002): 209–18. http://dx.doi.org/10.1024//0044-3514.33.4.209.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Abstract: One hundred and twenty-six expatriate managers of a large global-operating German company participated in a cross-sectional questionnaire study. Traditionally, personality traits and socio-demographic data have been used as predictors for intercultural success. In addition to these concepts the present study puts an emphasis on classical social psychological concepts, such as attitudes toward acculturation and contact to members of the host society, to explain intercultural effectiveness. Different factors of intercultural success are used as criteria: Self-reported performance, intercultural adjustment, job satisfaction, and identification with the work team abroad. Correlation analyses reveal connections between the personality traits, acculturation-strategies, and interethnic contact on the one hand and the different criteria on the other. Possible implications for international human resource management are discussed.

13

Liu, Zhi, and Michael W. Morris. "Intercultural interactions and cultural transformation." Asian Journal of Social Psychology 17, no. 2 (April 21, 2014): 100–103. http://dx.doi.org/10.1111/ajsp.12047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Galyapina, V. N. "Out-Group Trust of the Russians in Multicultural Regions of Russia: the Role of Values and Intercultural Contacts." Social Psychology and Society 12, no. 4 (2021): 71–92. http://dx.doi.org/10.17759/sps.2021120405.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Objectives. The purpose of this study is to identify the relationship of values and intercultural contacts with intergroup trust among the Russian ethnic minority in two multicultural regions of Russia — the Republic of North Ossetia-Alania (RNO-A), the Kabardino-Balkarian Republic (KBR). Background. The study of out-group trust is important for multicultural societies. Out-trust contributes to the harmonization of intercultural relations, overcoming unstable social interactions and leads to important public benefits, including personal and social well-being. However, in Russia, trust was studied among the ethnic majority and in the context of acculturation problems. Study design. We conducted a socio-psychological survey. Data collection took place in towns and villages of North Ossetia-A and KBR, where the Russians live compactly. We used the “snowball” method. Respondents received blank questionnaires, completed them and returned them to the researcher. Participants. The sample included 593 Russian respondents. In RSO-A, the sample included 291 re¬spondents (29% of men, average age M=44,6); in KBR the sample included 302 respondents (36% of men, average age M=42,7). Measurements. We used Personal Values Questionnaire — Revised (Schwartz), the Yamagishi scale of trust, the scale of intercultural friendship contacts from the Mutual Intercultural Relations in Plural Societies project (MIRIPS). Results. The results showed that in RNO-A, Openness to change values, Conservation values were positively associated, and Self-Enhancement values were negatively related to out-group trust through intercultural contacts only. Intensive intercultural contacts of Russians also moderated the positive relationship between Openness to change values and out-group trust. In KBR, Self-Enhancement values had direct and indirect (through intercultural contacts) negative effects on out-group trust only. Intercultural contacts also moderated the negative relationship between Self-Enhancement values and out-group trust. Conclusions. In general, the results showed that the characteristics of the sociocultural context determine the significance of different values for out-group trust. In the situation of favorable intercultural relations and in “the close” religious context (RNO-A), if the Russians interact intensively with the dominant ethnic group representatives, then their values focused on the self-direction thought and action, openness to the world increase out-group trust. In “the distant” religious context in the situation of interethnic tension (KBR), if the Russians interact intensively with dominant ethnic groups representatives, then their values of achievement, power, “preserving their own face” reduce out-group trust.

15

Kornev, V. A., and O. V. Murashkina. "Intercultural Communication from the Position of Linguistics, Extraling Vistics and Social Psychology." Язык и текст 8, no. 2 (2021): 62–69. http://dx.doi.org/10.17759/langt.2021080206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Cross-cultural communication is communication between representatives of different cultures, regardless of what field they communicate in. Now, when the mixing of peoples, the interpenetration of languages and cultures, the migration of population flows have reached an unprecedented scale, the problem of coexistence in a multicultural space, the dialogue of cultures, the education of tolerance for foreign cultures, the awakening of interest and respect for them, the overcoming of xenophobia, racism, nationalism and chauvinism is more acute than ever. This is the reason for the general increase in attention to intercultural communication, the study of its linguistic, sociological, psycholinguistic and other aspects.To date, research in the field of intersubject communication has focused on the behavior of people who encounter differences in language activity and the consequences of these differences. Most often, intersubject communication is interpreted as an adequate mutual understanding of communication participants belonging to different national cultures. Cross-cultural communication skills are necessary for those whose professional activities are directly related to the interaction between cultures and are carried out through communication. These include education, socio-political, translation, management, consulting, social work, journalism, business, etc. In recent years, increased interest not only in scientific circles, but also among the general public has attracted the problem of tolerance education. The main reasons for increasing attention to this problem are globalization, migration and socio-economic problems. In these conditions, the priority task is to address the problem of fostering tolerance in the younger generation.

16

Song, Eugene. "Coping with intercultural transactions in multicultural societies." Social Behavior and Personality: an international journal 37, no. 2 (March 31, 2009): 273–87. http://dx.doi.org/10.2224/sbp.2009.37.2.273.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The coping strategies that people in a multicultural society use to deal with the conflicts and stress arising from different cultural expectations in interpersonal relationships were investigated. Based on the results of a focus group analysis with 121 college students in Hawaii, a 62-item pool of coping behaviors was generated and another 503 college students reported the extent to which they used such coping behaviors in their daily life. Results of a factor analysis revealed 5 factors of coping strategies: Respect for and understanding of cultural differences, Self-development arising from negotiating between cultures, Support seeking; Avoidance and passive acceptance, and Rejection of monocultures and generation of unique identity. Also, multiple regression analyses showed that cognitive-based coping strategies were the key predictors of satisfaction with life.

17

John, Carolyn, Louis Young, Howard Giles, and John E. Hofman. "Language, Values, and Intercultural Differentiation in Israel." Journal of Social Psychology 125, no. 4 (August 1985): 527–29. http://dx.doi.org/10.1080/00224545.1985.9713536.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Gritsenko, V. V., O. E. Khukhlaev, R. I. Zinurova, V. V. Konstantinov, E. V. Kulesh, I. V. Malyshev, I. A. Novikova, and A. V. Chernaya. "Intercultural Competence as a Predictor of Adaptation of Foreign Students." Cultural-Historical Psychology 17, no. 1 (2021): 102–12. http://dx.doi.org/10.17759/chp.2021170114.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The aim of the study is to determine the role of intercultural competence in the adaptation process of foreign students studying at Russian universities. The research is based on the author's model of intercultural competence, the main components of which are intercultural stability, intercultural interest, the lack of ethnocentrism and the management of intercultural interaction. The sample of the study consisted of 291 foreign students from Turkmenistan studying at universities in Kazan, Saratov, Penza, Rostov-on-Don, Khabarovsk, 291 students (48.5% — Women, average age is 22 years). We showed that intercultural com petence is a significant predictor in the adaptation of foreign students. We revealed different contribution of intercultural competence components to the effectiveness in the adaptation of foreign students. Among the components of intercultural competence only intercultural stability directly affects sociocultural adaptation. The absence of ethnocentrism reduces the effect of culture shock when a student enters a new cultural environment, but increases the success of his/her adaptation in this environment only together with intercultural stability. Two other components of intercultural competence: intercultural interest and the management of intercultural interaction have an impact on the successful adaptation of foreign students not directly, but through the activation of the desire to interact with Russian students and to increase the self-esteem in the effectiveness of intercultural communication with them. In turn these mediators are directly related to both psychological adaptation and intercultural stability. Thus we revealed the mechanism of intercultural competence influence on the adaptation of foreign students. The obtained results can be used to predict the adaptation of foreign students and to reduce the possible risks of their maladjustment in a new culture.

19

Lozynskyi, Oleg. "SOCIAL AND PSYCHOLOGICAL COMPONENT IN THE TRAINING OF SOCIAL WORKERS." Social work and social education, no. 2(11) (October 31, 2023): 162–72. http://dx.doi.org/10.31499/2618-0715.2(11).2023.291892.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

30–35% of the competencies of higher education students (defined by the standard for specialty 231 «Social work») can be formed in the process of studying social and psychological educational disciplines. Therefore, the article analyzes the educational and professional programs of eleven Ukrainian institutions of higher education, which provide training in the specialty 231 «Social work». The purpose of the study was: 1) to analyze the weight of social-psychological competences in the standard of higher education of specialty 231; 2) to analyze the socio-psychological educational offers of institutions of higher education in the specialty «Social work»; 3) to propose the structure of educational disciplines of social and psychological topics for this specialty. It was found that Ukrainian institutions of higher education do not have a single strategy regarding the location of social-psychological training courses for the training of specialists in the «Social Work» specialty. The number of social and psychological disciplines ranges from 6 to 12 (for the «bachelor» educational level). We offered socio-psychological educational disciplines, adhering to the principles of systematicity and sequence of the educational process. Future social workers are offered to study «Fundamentals of personality psychology, age and differential psychology» and «Social psychology in social work» in the 1st year. In the second year – «Psychodiagnostics», «Game and artistic methods of social work», «Social prevention of deviant behavior», «Family psychology». In the third year – «Child and gerontological psychology», «Communication training», «Management psychology», «Mediation in conflict resolution». In the fourth year – «Intercultural communication and social work with migrants», «Criminal psychology, penitentiary and post-penitentiary social work», «Psychology of social work with deviant behavior of children and adolescents». For the master's degree, we suggest mastering the issues of «Organizational Psychology», «Psychology of Creativity», and «Social and Psychological Work in the Community».

20

Long, Janie. "Interracial and Intercultural Lesbian Couples." Journal of Couple & Relationship Therapy 2, no. 2-3 (September 24, 2003): 85–101. http://dx.doi.org/10.1300/j398v02n02_07.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Aoki, Eric. "An Interpersonal and Intercultural Embrace." Journal of Couple & Relationship Therapy 3, no. 2-3 (September 15, 2004): 111–21. http://dx.doi.org/10.1300/j398v03n02_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Dasih, I. Gusti Ayu Ratna Pramesti, Ni Nyoman Perni, Ni Gusti Ayu Agung Nerawati, and I. Nyoman Kiriana. "Intercultural communication in building religious moderation." International journal of social sciences 6, no. 2 (June 3, 2023): 118–29. http://dx.doi.org/10.21744/ijss.v6n2.2135.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Gelgel Village is renowned for its history and culture. The community of Gelgel Village is pluralistic due to the harmonious development of diverse religions and cultures, which has been maintained since the reign of Dalem Ketut Ngulesir until the present day. Intercultural communication bridges social interactions between Nyama Hindu and Nyama Selam in efforts to maintain religious harmony, utilizing primary, secondary, linear, and circular communication patterns. Intercultural communication patterns are very instrumental in maintaining human relations and social interactions with the aim of building community perceptions and understanding, so that moderate behavior is realized and religious moderation is realized. The formation of community perceptions is also prioritized with intercultural communication approaches, such as: social psychology, creative, critical, dialectical, and cultural dialog approaches. This intercultural communication approach can be seen in the implementation of the ngejot tradition and the ngaminang tradition, including when the takbiran night is held religious moderation is built very harmoniously. This study employs a qualitative method with a descriptive approach to gather the necessary information and conduct an analysis of the field data, culminating in drawing conclusions.

23

Sandage, Steven J., Peter J. Jankowski, Sarah A. Crabtree, and Maria L. Schweer-Collins. "Calvinism, Gender Ideology, and Relational Spirituality: An Empirical Investigation of Worldview Differences." Journal of Psychology and Theology 45, no. 1 (March 2017): 17–32. http://dx.doi.org/10.1177/009164711704500102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Participants were grouped on the basis of theological beliefs about divine-human and female-male dynamics using cluster analysis. We then explored whether these subgroups might differ on (a) hierarchical social expectations, (b) commitments to social justice and intercultural competence, (c) religious exploration, (d) existential defensiveness, (e) views of psychology – theology integration, and (f) perspectives on women's leadership. The sample consisted of graduate students (N = 227) at an Evangelical seminary in the Midwestern United States. Results yielded a four-cluster solution. Individuals scoring high on both Calvinist theological beliefs and complementarian gender role beliefs scored significantly higher on hierarchical relationship expectations and existential defensiveness, and preferred a Christian psychology view of integration and a male headship perspective of leadership, compared to those scoring low on Calvinism and complementarianism. In contrast, individuals scoring low on both theological dimensions scored higher on Arminianism, gender egalitarianism, social justice commitment, intercultural competence commitment, religious exploration, and they preferred an integration view of psychology and theology and a “no restrictions” perspective on women's roles. Findings highlight implications for theological training and spiritual formation.

24

Novikova, Irina A., and Olga V. Maslova. "Tatiana G. Stefanenko’s Contribution to the Development of Ethnopsychology at RUDN University: Inspiring Leadership." RUDN Journal of Psychology and Pedagogics 17, no. 1 (December 15, 2020): 159–67. http://dx.doi.org/10.22363/2313-1683-2020-17-1-159-167.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The article describes Tatiana G. Stefanenko’s cooperation with teachers and students of the Social and Differential Psychology Department of the Peoples' Friendship University of Russia (RUDN University), the most international university in Russia. The authors focus on contribution of T.G. Stefanenko’s contribution to the development of ethnopsychological science and practice at the RUDN University: teaching ethnopsychology, conducting intercultural competence trainings, organising joint scientific research on the intercultural adaptation of international students and other ethnopsychological problems.

25

Pekerti, Andre A., and David C. Thomas. "Communication In Intercultural Interaction." Journal of Cross-Cultural Psychology 34, no. 2 (March 2003): 139–54. http://dx.doi.org/10.1177/0022022102250724.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Park, Joonha, John W. Berry, and Mohsen Joshanloo. "Japanese people's attitudes toward acculturation and intercultural relations." Journal of Pacific Rim Psychology 16 (January 2022): 183449092210909. http://dx.doi.org/10.1177/18344909221090996.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Dealing with cultural diversity is one of the key challenges in contemporary societies, with Japan being no exception. However, relatively little is known about how minority group members are viewed by members of the dominant group. The current paper presents a study that evaluated three hypotheses that are related to these issues with a survey of 210 Japanese adult participants. The study also examines moderating roles of national identities in acculturation expectations and psychological functioning in the dominant group. Perceived security about the society in terms of national culture, and personal conditions in a multicultural society predict the most tolerant form of acculturation expectation. This association is mediated by one's multicultural ideology. Although acculturation expectations are not predictive of psychological functioning, particular national identity (i.e., internationalism) alleviates the negative effect of the closest form of expectation (exclusion) on psychological problems. The study implies the need for analysis on culture-specific constructs of multicultural society in perceptions and attitudes in the dominant group in Japanese society.

27

Beaulieu, Catherine. "Intercultural Study of Personal Space: A Case Study." Journal of Applied Social Psychology 34, no. 4 (April 2004): 794–805. http://dx.doi.org/10.1111/j.1559-1816.2004.tb02571.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Bakker, Winny, Jan Pieter van Oudenhoven, and Karen I. van der Zee. "Attachment styles, personality, and Dutch emigrants' intercultural adjustment." European Journal of Personality 18, no. 5 (July 2004): 387–404. http://dx.doi.org/10.1002/per.515.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The present study examines the relationship of adult attachment styles with personality and psychological and sociocultural adjustment. A sample of 847 first‐generation Dutch emigrants filled out measures for attachment styles, the Big Five, and indicators of psychological and sociocultural adjustment. Positive relationships were found between Secure attachment on the one hand and psychological and sociocultural adjustment on the other. Ambivalent attachment was strongly negatively associated with psychological adjustment. Dismissive attachment was mildly negatively related to sociocultural adjustment. Significant relations were found between attachment styles and the Big Five dimensions, particularly Extraversion and Emotional Stability. The attachment scales were able to explain variance in sociocultural adjustment beyond that explained by the Big Five dimensions. Intercultural adjustment is discussed from a transactional view of personality. Copyright © 2004 John Wiley & Sons, Ltd.

29

Norton, Laura Soledad. "(De)Constructing Bridges for Development and Innovation: Intercultural Concerns Regarding ICT4D." American Behavioral Scientist 64, no. 13 (September 2, 2020): 1921–32. http://dx.doi.org/10.1177/0002764220952099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The purpose of this paper is to offer some critical comments about the collected articles, by introducing a point of view inspired by cultural psychology concerning information and communication technologies for development (ICT4D) research issues. This conception of ICTs highlights three fundamental aspects: the role of artifacts in mediating action that are culturally meaningful; the agency of people, and thus their responsibility as social actors; and the need for highly contextualized analysis. In the article, I will read these three points through the lenses of cultural psychology.

30

Hammer, Mitchell R., Milton J. Bennett, and Richard Wiseman. "Measuring intercultural sensitivity: The intercultural development inventory." International Journal of Intercultural Relations 27, no. 4 (July 2003): 421–43. http://dx.doi.org/10.1016/s0147-1767(03)00032-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Almeida, F. H. Eduardo. "Work and Organization through Intercultural Dialogue." Concepts and Transformation 4, no. 2 (December 31, 1999): 205–23. http://dx.doi.org/10.1075/cat.4.2.06alm.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This article presents 25 years of experience with the theory and practice conducted through the intercultural relationships between an indigenous rural Mexican community and a team of urban professionals who became an insider partner in regional human and community development. The first section offers the synchronic and diachronic aspects of the epistemological perspective that has been evolving over the years; the theoretical basis that includes three challenges and six levels; and the methodology of presence, interdisciplinarity and agency. The second section is the narrative of the experience. It was rewarding and enriching to discover at international psychology congresses the convergence of our approach with that currently used by the social relational constructionist group led by Dian Marie Hosking.

32

Tkachenko, Natalya V., and Oleg E. Khukhlaev. "Mindfulness in Intercultural Communication: A Qualitative Analysis Experience." RUDN Journal of Psychology and Pedagogics 19, no. 1 (April 1, 2022): 110–27. http://dx.doi.org/10.22363/2313-1683-2022-19-1-110-127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The study of intercultural communication has recently become one of the topical issues in the psychology of intergroup relations, intercultural communication and social psychology. Intercultural communication is considered within the framework of communication theory and describes the features and mechanisms underlying effective communication. The integrative communication model, previously described by the authors of this article, made it necessary to test the role of mindfulness in intercultural communication. The aim of this research is to analyze the contribution of mindfulness to the situation of intercultural interaction using qualitative research methods. The research was carried out based on the theoretical model of interpersonal mindfulness described at the following levels: (1) concentration on the present, presence; (2) attentive awareness of both oneself and the other; (3) acceptance of the other without condemnation, and (4) inhibition of automatic responses. Using the method of in-depth interviews and subsequent thematic and phenomenological data analysis, the authors were able to describe the mechanisms of mindfulness in intercultural communication in general and at each of the four analytical levels separately. The data obtained as a result of the analysis made it possible to reveal the content of each of the levels of mindfulness. Conclusions were also made about the content of the goals and values of intercultural communication, the motives for specific practices in the life and communication of informants. Methods for controlling reactivity in a situation of uncertainty in intercultural communication were analyzed and the roles of attitudes towards accepting the other without condemnation were described. The results of this study can serve as a basis for the development of an integrative model that will describe the role of anxiety and uncertainty in intercultural communication and allow the data to be operationalized into measuring scales for quantitative research in the field of assessing the role of mindfulness in intercultural communication.

33

Bustamante, Rebecca M., Judith A. Nelson, Richard C. Henriksen, and Sarah Monakes. "Intercultural Couples: Coping With Culture-Related Stressors." Family Journal 19, no. 2 (February 23, 2011): 154–64. http://dx.doi.org/10.1177/1066480711399723.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Crippen, Cheryl, and Leah Brew. "Strategies of Cultural Adaption in Intercultural Parenting." Family Journal 21, no. 3 (May 21, 2013): 263–71. http://dx.doi.org/10.1177/1066480713476664.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Yu, Fangzhou. "Counseling Intercultural Couples With Asian Ethnicity Origins." Family Journal 25, no. 2 (April 2017): 121–22. http://dx.doi.org/10.1177/1066480717702859.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Bailey, Lucy E. "Critical Educational Psychology." Journal of Interdisciplinary Studies in Education 7, no. 2 (June 15, 2019): 61–65. http://dx.doi.org/10.32674/jise.v7i2.1209.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to intercultural exchanges in a variety of academic spaces and fields. I wondered whether Vassallo’s text, a recipient of the American Educational Studies Association’s Critical Choice Award (2018), might offer me additional insights for crossing over from my non-positivist and critical spaces to support post-positivist and realist work.

37

Bhugun, Dharam. "Parenting advice for intercultural couples: a systemic perspective." Journal of Family Therapy 39, no. 3 (July 18, 2017): 454–77. http://dx.doi.org/10.1111/1467-6427.12156.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

McFadden, John. "Intercultural Marriage and Family: Beyond the Racial Divide." Family Journal 9, no. 1 (January 2001): 39–42. http://dx.doi.org/10.1177/1066480701091008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Lebedeva, Nadezhda M., Elena Makarova, and Alexander Tatarko. "INCREASING INTERCULTURAL COMPETENCE AND TOLERANCE IN MULTICULTURAL SCHOOLS: A TRAINING PROGRAM AND ITS EFFECTIVENESS." Problems of Education in the 21st Century 54, no. 1 (June 20, 2013): 39–52. http://dx.doi.org/10.33225/pec/13.54.39.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This study reports the implementation of a Training of Intercultural Competence and Tolerance (TICT) for upper-secondary school students and the empirical evaluation of its effectiveness. The TICT program was developed to counteract increasing interethnic conflicts in the North Caucasus Federal District of Russia. It is based on the theoretical and empirical framework of social psychology and cross-cultural psychology. The training effectiveness was assessed by conducting pre- and post-surveys among the training participants. The results indicate that TICT contributes to the development of a positive ethnic identity and the formation of a civic identity among the participating youth. It also increases their optimism regarding the future of interethnic relations in Russia and the subjective level of intercultural competence of majority group youth towards minority cultures. Thus, the evaluation of the training effectiveness of the TICT has shown that the aims of the training have been achieved to a large extent and that the Training of Intercultural Competence and Tolerance can be effectively used to prevent interethnic conflicts and promote interethnic relations in multicultural schools. Suggestions for the practical implementation of the TICT as well as for future research on the training's effectiveness are discussed. Key words: intercultural competence, tolerance, training, students.

40

Aulia, Muhammad, Dohra Fitrisia, and Rizki Maulidza Haqqu. "Understanding culture shock and its relationship to intercultural communicative competence." Studies in English Language and Education 10, no. 3 (September 16, 2023): 1420–33. http://dx.doi.org/10.24815/siele.v10i3.31074.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Culture shock has gained attention and been observed from multi-disciplinary perspectives in international education, such as from anthropology, psychology, cultural psychology, intercultural communication studies, linguistics, and many others. By synthesising the ABC’s theory and intercultural communicative competence with their savoirs, the present study offers a perspective to analyse three international students’ culture shock experiences. As an explorative case study, the data were collected through in-depth interviews to extract the sojourners’ narratives, which were then transcribed in the form of text or quotations. It was found that the affective, behavioural, and cognitive dimensions were identified and emerged in each respondent. In the affective, overwhelming emotions, language limitation, and feelings of isolation were felt in various intensities. From the data, the respondents claimed to have lacked intrapersonal skills to prepare themselves for the culture of the host country along with the socio-cultural aspects. In addition, they found social support by individuals or officials essential for reducing negative feelings. In the behavioural dimension, these respondents started to adapt to the situation though they still found it challenging to confirm and clarify any unfamiliar encounters. Finally, in the cognitive dimension, the respondents mingled and integrated into the locals, both in their academic and social lives. It is suggested that elements of intercultural communicative competence, namely intercultural attitude, knowledge of the host culture, skills of relating and discovery, and critical cultural awareness may have the potential to manage culture shock effectively. It should be incorporated into international higher education and EFL pedagogy.

41

Vollhardt, Johanna Ray. "Enhanced external and culturally sensitive attributions after extended intercultural contact." British Journal of Social Psychology 49, no. 2 (June 2010): 363–83. http://dx.doi.org/10.1348/014466609x459899.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Tkachenko, Natalya V., and Oleg E. Khukhlaev. "An Integrative Model of Intercultural Interaction: A Qualitative Analysis Experience." RUDN Journal of Psychology and Pedagogics 18, no. 3 (October 4, 2021): 459–74. http://dx.doi.org/10.22363/2313-1683-2021-18-3-459-474.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The study of intercultural interaction has recently become one of the topical problems of social psychology. Considered often in the context of developing intercultural competence, they nevertheless ignore the mechanisms that underlie the causes of effective or ineffective communication. The mechanism by which intercultural competence contributes to intercultural efficiency is described in an integrative model of intercultural interaction, which unites a group of theories of communicativistic and socio-psychological approaches. This model substantiates the contribution of uncertainty and anxiety to the effectiveness of intercultural communication, which has been widely studied in quantitative studies. The aim of the study is to test the idea of the role of the situation of uncertainty and anxiety in the situation of intercultural interaction using qualitative analysis. The research was carried out based on a theoretical socio-psychological model of intercultural interaction. Using the in-depth interview method and subsequent phenomenological data analysis, a dense description of effective and ineffective intercultural communication was obtained from the point of view of each of the four aspects of the model: anxiety, uncertainty, social identity and intergroup anxiety. As a result of the analysis, data were obtained that reveal the content of some of the blocks of the model (intercultural abilities, communication efficiency, management of uncertainty), as well as a new block (emotion management) was identified and the properties of connections (between anxiety management and communication efficiency, between emotion management and anxiety management) were highlighted. Since the qualitative analysis made it possible to adjust the theoretical integrative model of intercultural interaction, and also revealed additional components of the model that develop theoretical ideas about the mechanisms underlying effective and ineffective communication, the results of this study can serve as a basis for the practice of the training of specialists working in the field of international relations: teachers of multicultural education, HRs in the field of international business, specialists in intercultural consulting, etc.

43

Oulahal, Rachid, and Patrick Denoux. "Early Interculturation, Late Interculturation – Does It Make a Difference in Our Memories?" Journal of Cognition and Culture 20, no. 1-2 (May 4, 2020): 116–26. http://dx.doi.org/10.1163/15685373-12340077.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Abstract Our research is in the perspective of intercultural psychology and addresses the question of memories an intercultural situation leaves for individuals who experience it during their life. More precisely, it is through the autobiographical memory that our research analyzes the articulation between identity and memory processes in relation to a life experience in an intercultural situation, whether it is a life in a multicultural environment, a migration towards a new cultural environment, a plurality of cultural affiliations or many other configurations that the present world is filled with and for which the cultures contact is put in the foreground. The autobiographical memory retains representations of our past and plays a fundamental role in building a sense of identity and continuity of existence. Our article presents results from an analysis based on the life stories of 5 elderly subjects who had intercultural experiences. It would seem that early intercultural experience directs life discourse towards a principle of coherence in autobiographical memory, emphasizing what the participant was rather than what he achieved. On the other hand, Late intercultural experience orients it to a correspondence principle in autobiographical memory, attaching to actions and temporality of life experience and highlighting achievements rather than individuals self perception.

44

Gritsenko, V. V., V. A. Shorokhova, O. E. Khukhlaev, I. A. Novikova, A. V. Chernaya, I. M. Pervushina, and I. E. Liubitov. "Perceived Threat and Discrimination as Moderators of Ethnic Identity Connection and Effectiveness of Intercultural Interaction of International Students in Russia." Social Psychology and Society 13, no. 4 (2022): 163–81. http://dx.doi.org/10.17759/sps.2022130410.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Objective. The determination of the conditions under which the preservation of ethnic identity will contribute to the effectiveness of intercultural interaction of international students with host Russian population. Background. With the growth in both the number of foreign cultural students in the Russian Federation and the intolerant attitude of the host community towards migrants the need to search for psychological resources of foreign cultural students in order to reduce the stressful impact of the new cultural environment and to establish effective interaction with representatives of the host culture increases. Study design. The research is based on the author's model for assessing and predicting the effectiveness of intercultural interaction, integratively combining Anxiety/Uncertainty Management theory by W. Gudykunst, the theory of Intergroup threat by W. Stephan & C. Stephan and Uncertainty-Identity theory by M. Hogg. The contribution of ethnic identity to the effectiveness of intercultural interaction of international students in Russia was determined with the help of moderation analysis using PROCESS macro add in package for SPSS Statistics 21.0. Participants. International students studying at higher educational institutions in Moscow, Volgograd, Rostov-on-Don, St. Petersburg, Yekaterinburg, Ulan-Ude, 340 people (58,5% are women, the average age is 22,9 years). Measurements. Scales for determining ethnic identity, perceived threat and perceived discrimination, developed by J. Berry for the MIRIPS project adapted by N.M. Lebedeva and A.N. Tatarko and the scale of perceived effectiveness of communication across relationships and cultures by W. Gudykunst and T. Nishida, modified by O.E. Khukhlaev for international students' self-assessment of the effectiveness of interaction with Russian students. Results. The interaction effects of ethnic identity and self-assessment of intercultural communication effectiveness taking into account the moderating parameter (perceived threat and perceived discrimination) are revealed. Conclusions. Ethnic identity acts as a predictor of intercultural interaction effectiveness only in the conditions of perceiving the communication situation as either significantly threatening (high degree of perceived threat and medium degree of perceived discrimination), or as significantly discriminating (high degree of perceived discrimination and medium degree of perceived threat), or both significantly and threatening, and discriminating.

45

Golubeva, Irina, and Ivett Rita Guntersdorfer. "Preparing Professionals for Working in Multicultural and Democratic Europe: Two Pedagogical Programs – Their Assessment and Collaborations." Pedagogika 128, no. 4 (December 20, 2017): 39–54. http://dx.doi.org/10.15823/p.2017.53.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

There has been continuous debate concerning policies and practices regarding intercultural education in the multicultural Europe and intercultural competence has become one of the crucial issues today. There is an urgent need to educate students about the limitations of using their own cultural frame to interpret and evaluate people belonging to a different cultural background. For quite long intercultural communication courses were typically offered for students in Education, International Relations, Business, and a like programs, while this subject was out of scope until the last few years in other disciplines. However, recent social and political changes are forcing program developers to work on a general intercultural preparation of professionals from all backgrounds. There is an educational need to focus on how to prepare interculturally competent students, to act in a drastically changing society as true global citizens, who have a motivation for civic engagement and contribute to their community. More than that, according to the new framework by the Council of Europe, there is a political need for the new generation of young people to get involved with the democratic society in an active way (Council of Europe, 2016). This paper presents two similar structures for a long-term intercultural program, where civic mindedness receives an important scope (Guntersdorfer and Golubeva, 2017). These programs can be offered to students from all disciplines in higher education. Both educational efforts aim to broaden knowledge of the meaning of culture by providing students with theories from linguistics, psychology, sociology, ethnology, and political science. Although pedagogical set-up slightly differ, there is a strong motivation for cooperation. The following article provides a description of the theoretical and pedagogical concepts of these two programs, draws on research plans and assessment methods, and lays down the groundwork for a collaboration.

46

Villegas-Paredes, Gladys. "El microrrelato hispánico y la lectura intercultural en L2." Ocnos: Revista de estudios sobre lectura 17, no. 1 (March 27, 2018): 78–89. http://dx.doi.org/10.18239/ocnos_2018.17.1.1506.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

El presente artículo centra su interés en el microrrelato hispánico como manifestación de la estética posmoderna, que dadas sus particulares características y tipología constituye un recurso idóneo para el fomento de la lectura intercultural en aprendices del español como segunda lengua (L2). Se analizan los aspectos involucrados en la noción de la lectura intercultural desde la perspectiva del enfoque sociocultural e intercultural. Finalmente, se incluyen algunas reflexiones sobre el uso didáctico del microrrelato hispánico para favorecer el desarrollo de la competencia comunicativa intercultural, finalidad nuclear de la lectura intercultural.

47

Euwema, Martin C., and IJ Hetty Van Emmerik. "Intercultural competencies and conglomerated conflict behaviors in intercultural conflicts." International Journal of Intercultural Relations 31, no. 4 (July 2007): 427–41. http://dx.doi.org/10.1016/j.ijintrel.2006.11.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Neto, FéLix, and José Barros. "PREDICTORS OF LONELINESS AMONG ADOLESCENTS FROM PORTUGUESE IMMIGRANT FAMILIES IN SWITZERLAND." Social Behavior and Personality: an international journal 28, no. 2 (January 1, 2000): 193–205. http://dx.doi.org/10.2224/sbp.2000.28.2.193.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The aims of this study were to find out the degree of loneliness among Portuguese adolescents from immigrant backgrounds in Switzerland, and the factors that may predict the level of loneliness among them. Portuguese immigration to Switzerland is a recent phenomenon with relatively high rates of immigrants. Three hypotheses were tested: loneliness scores of Portuguese adolescents living in Switzerland are not different from those of Portuguese adolescents living in Portugal; variables within each one of the three sets taken into account – socio-demographic, intercultural contact and psychosocial adjustment – will be predictors of loneliness; and the variables of intercultural contact and psychosocial adjustment will be more predictive of loneliness than socio-demographic variables will be. The study sample consisted of 95 subjects (mean age = 16.1 years; SD = 1.84). The mean duration of sojourn in Switzerland for the sample was 7.2 years ( SD = 4.1). They were asked to fill in a questionnaire with several measures, including socio-demographic information, ethnic language proficiency, majority language proficiency, ethnic identity, majority identity, perceived discrimination, stressful experience, adaptation, mastery, self-esteem, symptoms outcome and loneliness. A control group involving 363 Portuguese youth was included in the study. The hypotheses were supported. There were no significant differences between Portuguese adolescents living in Portugal and in Switzerland in terms of level of loneliness. Socio-demographic, intercultural contact and psychosocial adjustment variables accounted for 35% of the variance explained. Majority language proficiency was the most important predictor of loneliness. Implications of the study for counsellors are suggested.

49

Neculăesei Onea, Angelica-Nicoleta. "Cultural Stereotypes – A Revival of Bosche’s View." Review of Economic and Business Studies 10, no. 2 (December 1, 2017): 205–17. http://dx.doi.org/10.1515/rebs-2017-0061.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

AbstractThe analysis of cultural stereotypes is important for different areas of knowledge. It is usually considered that psychology is concerned about these issues, but this subject is also of interest for some economic subdomains. One of these sub-domains is intercultural management, which attempts to provide intercultural diagnostic models to highlight cultural specific elements and cultural differences and to provide recommen–dations to valorize them in management. There are even intercultural diagnostic models that are based on the analysis of cultural stereotypes due to their connection with attitudes, values, social norms, therefore of their ability to capture cultural specific aspects. The Bosche approach presented in this article is part of this category. Although the results were not very edifying in terms of cultural specificity, the author noticing the differences between self-stereotypes and hetero-stereotypes, the highlighted conceptual, methodological and epistemological aspects have of special importance allowing their valorization in future intercultural studies.

50

Valentim., Joaquim Pires, Teresa Forte, and Ana Figueiredo. "Psychosocial explanations in research articles in Psychology: the Portuguese case and comments to Torres & Neves." Estudos de Psicologia (Natal) 18, no. 1 (March 2013): 13–16. http://dx.doi.org/10.1590/s1413-294x2013000100004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

In the present paper we present a commentary on the talk given by Torres and Neves regarding the themes of research in Social Psychology in Brazil. This commentary focuses on issues of intercultural analyses referred to by these authors and their importance in the development of Social Psychology. We also aim to feed this debate with an illustration of the Portuguese scenario. Therefore, we present an analysis of the concepts, explanations and/or psychosocial analyses present in articles published between 2006 and 2012 in three Portuguese journals of Psychology (Análise Psicológica, Psicologia e Psychologica). The results show a high predominance of the "systems external to individuals", especially the ones related to systems of categorization and/or social identities in groups of different social status (Doise, 2012). These results are discussed, synthetically, in articulation with the defence of "cultural translation" as proposed by Torres and Neves.

Journal articles on the topic 'Social and intercultural psychology'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles