Browsing by Subject "Acculturation"
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    The influence of perceived acculturative stress on psychological stress response being mediated by coping strategies Among Japanese Mothers in Thailand
    (Bangkok : Assumption University Press, 2021) Kurata, Mai ; Varma, Parvathy
    This study attempts to assess the impact of the direct and indirect influence of acculturative stress on the stress response of Japanese mothers in Thailand mediated by the three Coping strategies. A convenient sample of 246 Japanese mothers were given a survey on acculturative stress, problem solving support seeking coping, avoidance thinking coping, positive thinking distraction, and stress response, The indirect relationship between acculturative stress and stress response is supported only when it was mediated by positive thinking-distraction coping strategy. The From the overall findings it can be inferred that the level of stress experienced However, the use of positive thinking-distraction coping strategy when they perceive distress was found to be effective among Japanese mothers. in order to effectively cope with the stress. Further study required for the practical way to encourage Japanese mothers in Thailand to utilize positive thinking-distract coping strategy.
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    Self-talk strategies for cultural competency for international education leaders
    (Bangkok : Assumption University Press, 2022) Blackmon, Janat
    The objective of this research was to explore self-talk strategies for international school leaders and cultural competency. A mixed-methods approach explored the concept of self-talk of leaders and cultural competency with International Schools Association of Thailand (ISAT) leaders to understand their experiences and cultural competency. The research sought to determine the current self-talk of school leaders in ISAT schools in Thailand, determine their experiences of self-talk and cultural competency, explore the effects of self-talk on cultural competency, and develop self-talk strategies for cultural competency. Qualitative theme analysis found that leaders are using self-talk strategies mostly unconsciously. Findings indicated that participants’ judgments, confusion, and frustration around the functions and systems in the new culture and negative experiences. Multivariate analysis of variance (MANOVA) was used to study the variance of self-talk: constructive, instructive, destructive, and the cultural competency level of participants. Findings revealed significant associations between the scale scores for inverse relationships between constructive and instructive self-talk and cultural destructiveness, cultural incapacity, and cultural blindness. Destructive self-talk was significant at F=.856 p=.039, indicating that destructive self-talk may impact cultural competency levels. Cultural destructiveness and cultural incapacity had a significant relationship with destructive self-talk. Cultural competency and cultural proficiency only had a significant relationship with instructive self-talk, indicating that the type of self-talk and cultural competency levels affect each other. Based on these findings, self-talk strategies were developed to enhance cultural competency for international education leaders.
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