Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17868
Title: 
Authors: 
Keywords: 
Individualism
Collectivism
Teacher’s beliefs
Low socioeconomic status
Student learning
Issue Date: 
2016
Citation: 
Jiang, H. (2016). Revisiting individualism and collectivism: A multinational examination of pre-service teachers’ perceptions on student academic performances. Intercultural Education, 27(1), 101-110. http://dx.doi.org/10.1080/14675986.2016.1144327
Abstract: 
This study explores pre-service teachers’ perceptions of academic achievement as related to students' socioeconomic status (SES). Data were collected from participants in Singapore, Hong Kong, Taiwan, and the United States. Using cultural psychological perspectives, I revisit elements of attribute reasoning that are embedded in individualist and collectivist orientations. Pre-service teachers in Hong Kong, Taiwan, and Singapore tended to attribute academic failure of low SES students to personal factors, such as individual effort, intelligence, and motivation, while participants from the United States placed blame with situational factors such as family, school, and community.
Description: 
This is the final draft, after peer-review, of a manuscript published in Intercultural Education. The published version is available online at http://dx.doi.org/10.1080/14675986.2016.1144327
URI: 
ISSN: 
1467-5986 (print)
1469-8439 (online)
Other Identifiers: 
10.1080/14675986.2016.1144327
Appears in Collections:Journal Articles

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