INDIGENOUS UNDERSTANDING OF ACHIEVEMENT IN EAST ASIA
Definition
“…the scientific study of human behavior or mind that is native, that is
not transported from other regions and that is designed for its people (Kim
& Berry, 1993, p. 2).
Descriptive Foundation for Later Empirical Verification
Tenets of Indigenous Psychology
Contextual Understanding
Applicable to All Groups
Multi-method
Internal and External Viewpoints Needed
Translate into Psychological Constructs
Discovery of Genuine Universals
Transactional Paradigm
East-West Comparisons of Academic Achievement
Traditional Psycho-educational Perspective
Biology
Individualistic Values
Structural Features
Traditional Perspective Does Not Explain Differences
East Asian Model of Academic Achievement
Socialization and Proxy Control
Parent-child Relationship
Mother’s Role
Interdependent Identification
Self-regulation and Persistence
Moral Character
Collective View of Success
Compatibility of Values and Collective Self-efficacy
Agreement on Goals and Methods
Motivational Enhancement
A Note about Delinquency and School Violence
Stress
Not Meeting Expected, Collective Standards
East-West Organizational Culture
Capitalism Indigenized
Emphasis on Human Relatedness
Paternalism
Loyalty
Community
Rewards Reflect Cultural Values
Individual vs. Group Performance
Quid Pro Quo vs. Seniority
Immediate vs. Long-term
Selfish vs. Sacrificial
Sources for Outcomes
Dynamism vs. Discontent
Stability vs. Turnover
Transparency – Trust, Accountability
DISCUSSION:
➢ Has exposure to Western values contributed to the adverse
outcomes of high educational achievement in East Asia?
➢ What implications does the human-relatedness approach
have for the economic recovery and enhanced competitiveness of U.S. companies?