Inter-Group and Intra-Group Assertiveness: Adolescents' Social Skills Following Cultural Transition

Autor/inn/en	Korem, Anat; Horenczyk, Gabriel; Tatar, Moshe
Titel	Inter-Group and Intra-Group Assertiveness: Adolescents' Social Skills Following Cultural Transition
Quelle	In: Journal of Adolescence, 35 (2012) 4, S.855-862 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2011.12.002
Schlagwörter	Immigrants; Adolescents; Assertiveness; Cultural Context; Foreign Countries; Interpersonal Relationship; Comparative Analysis; Questionnaires; Measures (Individuals); Gender Differences; Social Environment; Acculturation; Intergroup Relations; Israel + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fragebogen; Messdaten; Geschlechterkonflikt; Soziales Umfeld; Akkulturation; Intergruppenbeziehungen
Abstract	The goals of this study were to examine intra-group and inter-group assertiveness among adolescents, and to compare these two domains of assertiveness between cultural groups in Israel. Measures of intra-group and inter-group assertiveness were developed, and questionnaires were administrated to 441 immigrants from the Former Soviet Union (FSU), 242 immigrants from Ethiopia and 333 non-immigrants. Compared to non-immigrants, FSU and Ethiopian immigrants' inter-group assertiveness was lower. Girls reported higher levels of inter-group assertiveness than boys. Each of the immigrant groups rates itself as equally assertive as the non-immigrant group and more assertive than the other immigrant group. Also, a difference between inter-group and intra-group assertiveness was found among the FSU immigrants. It is argued that adolescents' assertiveness following cultural transition is associated with socio-cultural context, and the implications of this conclusion are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10