| Budget Amount *help |
¥3,400,000 (Direct Cost: ¥3,400,000)
Fiscal Year 2005: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2004: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2003: ¥1,700,000 (Direct Cost: ¥1,700,000)
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| Research Abstract |
The purpose of this study is to investigate the relationship of selection of conflict resolution strategies in the intercultural insturction setting and educational values. Based on the factor analysis of 45 items from the Educational Value Scale (Kagami,2004), we selected 31 items and developed a short version of the Educational Value Scale. We administered the shortened version to Chinese, Korean, and Japanese students. We attempted a factor analysis across 12 dimensions and found 4 comprehensive dimensions : traditionalism (authoritarianism), liberalism, self-actualization, and social contribution. Then, we conducted a discriminant analysis using these dmiensions and found that the factor valued most by Chinese students, and valued least by Japanese students, was traditionalism, while the results for Korean students lay in between the two. Regarding the relationship between sleection of conflict resolution strategies and comprehensive dimensions of educational values, students that
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valued self-actualization selected compromising strategies as cooperation and obedience, while students that valued traditionalism selected confrontational strategies. Moreover, we examined the correspondence between basic value systems and educational values, encompassing research conducted on values in social psychology. In examining differences in the work of Hofstede, Chinese Culture Connection and Schwartz, we ascertain that the four common dimensions of autonomy, maintainability, controllability and equability can summarize the research. Next, we asserted that there are four main dimensions in the structure of educational values : traditionalism, liberalism, self-actualization, and social contribution. We conducted a theoretical examination of interaction between basic human values and educational values, the results of which can be summarized as follows : it becomes apparent traditionalism and liberalism possess an element in common of the basic value system. However, the difference between basic values and educational values can be established in relation to the two dimensions of self-actualization and social contribution, indicating that educational values work independently of the basic value system. Less
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