Cultural Psychology

1. What are individualistic and collectivistic cultures? Please explain how people from
each culture differ in terms of cognition, affect, and behavior? Which countries represent
individualism and collectivism?
2. What are the goals of cross-cultural research? Provide an example (or examples) of
cross-cultural research.
3. What do the diagrams of the Independent View of Self and the Interdependent View of
Self represent? How do these diagrams relate to the American culture and other cultures?
4. What are the implications of an incremental theory and an entity theory on education?
What, how, and why cultures demonstrate these theories?
5. How might we expect people of upper-middle-class backgrounds to differ in their
perceptions of control from those of working-class backgrounds? Provide an example.

Sample Solution

Cultural Psychology

Culture is one factor that can have an influence on how people think and behave. One factor that cross-cultural psychologists often study involves the differences and similarities between individualistic cultures and collectivist cultures. Individualistic cultures are those that stress the needs of the individual over the needs of the group as a whole. In this type of culture, people are seen as independent and autonomous. Social behavior tends to be dictated by the attitudes and preferences of individual. Cultures in North America and Western Europe tend to be individualistic. The collectivist is motivated by group goals. Long-term relationships are very important. Collectivist persons easily sacrifice individual benefit or praise to recognize and honor the team`s success. In fact, being singled out an honored as an individual from the rest of the team may be embarrassing to the collectivistic person.

yles differ from each other significantly. According to Bertocci (2009) a leader operating transactional style identifies what needs to be taken into consideration, such as needs of the individuals, their perception and self-esteem requirements in order to enable them to work towards achieving set goal. The leader then establishes the reward for achieving a goal and demonstrates how to do it. The individual is then left on its own and there is no intervention unless there are issues in achieving the goal. This concept is often called ‘management by exception’. George J. & Jones G. (2014) agree with the above stating that this specific type of leadership focuses on rewarding in exchange for high performance levels with the use of performance management systems. The goals can be adjusted as flexibility is very important and a good leader is aware of the need for this. Kwasi D. (2015) notes that transactional approach is mostly focused on the actual task rather than people involved within the process. Michael Armstrong and Stephen Taylor (2017) make it clear that transactional leaders expose skills associated mostly with controlling processes, planning, organising and achieving results. The factors taking part in transactional approach were distinguished as ‘contingent reward and management by exception’ (Bass, 2009). Management by exception was later divided into active and passive. Within the active factor an action would be taken when performance standards are not met whereas the passive one focuses on taking an action not sooner than problems itself arise. Bass continues to add that transactional leader’s definition is very similar to definition of a manager. Rosenbach (2018) agrees that if used correctly, transactional approach can be an effective tool in achieving high performance and therefore constitute a part of managerial leadership.

Tim Richardson (2015) advises that transactional approach to leadership requires adjustments if the organisations are no longer able to offer enough flexibility; it is also mentioned that ‘command an

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