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A cross-cultural study of identity formation between Japanese and American college students
Abstract
This study investigated the similarities and differences in the nature of ego identity and the process of identity formation between Japanese and American college students and between genders. It also examined the potential impact of social change on identity. Subjects were 23 male and 25 female Japanese and 23 male and 24 female American college students. Four dependent measures were used: (a) Marcia's (1964, 1966) Ego Identity Status Interview to measure ego identity status, (b) Rasmussen's (1964) Ego Identity Scale to measure the degree of resolution of previous psychosocial crises, (c) Kelly's (1955) Role Construct Repertory Test (Rep Test) modified for this study to investigate potential cross-cultural variations in the subjects' conceptualizations of ego identity and to assess the degree of identity achievement using their conceptualizations, and (d) another modified Rep Test to examine the existence and the nature of identity conflict. Japanese subjects did not differ from American subjects on ego identity status. As compared with the Americans, the Japanese, however, resolved a significantly lesser degree of the psychosocial crises, especially the autonomy and intimacy crises, and achieved a significantly lower degree of ego identity using their conceptualizations. In general, no significant gender differences were found. The content of the subjects' conceptualizations of ego identity was analyzed by the following categories: (a) self-representation expressed in individualistic terms, (b) self-representation expressed in a disapproval of collectivistic terms, (c) intrapersonal concerns, (d) interpersonal concerns, and (e) emotional stability and adjustment. The Japanese tended to conceptualize the person with achieved ego identity as uninfluenced by others and assertive without conforming, whereas the Americans conceptualized such a person as confident and independent. The Japanese experienced identity conflict significantly more intensely than the Americans and experienced it with typical Japanese peoples' group-orientation and conformity. The most important theoretical implication of this study arises from the finding of a disapproval of collectivistic self-representation as a culture-specific component of Japanese ego identity. Practical applications for child-rearing practice, education, and counseling were discussed, and further refinement of measures was suggested for future research.
Subject Area
Educational psychology|Social psychology
Recommended Citation
Mori, Hiroko, "A cross-cultural study of identity formation between Japanese and American college students" (1988). ETD collection for University of Nebraska-Lincoln. AAI8818642.
https://digitalcommons.unl.edu/dissertations/AAI8818642