Sebestyén Nóra, Ivaskevics Krisztián, Fülöp Márta
Faculty of Education and Psychology, Eötvös Loránd University, Budapest, Hungary.
Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, Budapest, Hungary.
Int J Psychol. 2019 Feb;54(1):8-16. doi: 10.1002/ijop.12424. Epub 2017 Mar 16.
The present study aimed to reveal the effect of migration processes on the conceptualisation of effort involving two cultures with different approaches towards effort: China with an effort-promoting mindset and Hungary with an effort-repressing mindset. In the study, narrative approach was used in cross-sectional design involving Chinese, Hungarian and Chinese immigrant students living in Hungary. Altogether 139 students-49 Hungarian, 47 Chinese, 43 Chinese immigrants-aged 13-15 years provided narratives on past personal effort. Content analyses were done on 222 narratives. The results showed that the Chinese narratives of effort were characterised by learning and achievement orientation with elaborated effort process. In contrast, the Hungarian narratives were characterised by relationship orientation and emotional coping with a non-elaborated effort process. The narratives of the Chinese immigrants showed great similarity to those of the Chinese students reflecting academic effort, achievement goals and elaborated process. The findings suggest that the traditional Chinese approach towards effort persists in cultural transition, and academic effort tends to be a primary resource for educational success for the Chinese immigrant students in Hungary.
本研究旨在揭示迁移过程对努力概念形成的影响，涉及两种对努力有不同态度的文化：具有促进努力心态的中国和具有抑制努力心态的匈牙利。在该研究中，采用叙事方法进行横断面设计，研究对象包括中国学生、匈牙利学生以及生活在匈牙利的华裔移民学生。共有139名年龄在13至15岁的学生——49名匈牙利学生、47名中国学生、43名华裔移民学生——提供了关于过去个人努力的叙述。对222篇叙述进行了内容分析。结果表明，中国学生关于努力的叙述以学习和成就为导向，且努力过程详尽。相比之下，匈牙利学生的叙述以关系为导向，通过情感应对，努力过程不详尽。华裔移民学生的叙述与中国学生的叙述在反映学业努力、成就目标和详尽过程方面有很大相似性。研究结果表明，中国传统的努力方式在文化过渡中依然存在，并且学业努力往往是匈牙利华裔移民学生教育成功的主要资源。
