Storytelling, Values and Perceived Resilience among Chinese, Vietnamese, American and German Prospective Teachers

Autor/inn/en	Stanley, Nile; Nguyen, Kate; Wilson, Hope; Stanley, Laurel; Rank, Astrid; Wang, Yonghui
Titel	Storytelling, Values and Perceived Resilience among Chinese, Vietnamese, American and German Prospective Teachers
Quelle	In: Universal Journal of Educational Research, 3 (2015) 8, S.520-529 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Story Telling; Vietnamese People; Literacy Education; Individual Differences; Qualitative Research; Asians; Preservice Teachers; Path Analysis; Resilience (Psychology); Cultural Differences; Values; Statistical Analysis; Role; Student Teachers; Foreign Countries; Questionnaires; German; Chinese; Measures (Individuals); Models; Correlation; Structural Equation Models; Cross Cultural Studies; China; Germany; United States + Suchen Sie Ihr Suchwort? Individueller Unterschied; Qualitative Forschung; Asian; Asiat; Asiatin; Asiaten; Asiate; Pfadanalyse; Kultureller Unterschied; Wertbegriff; Statistische Analyse; Rollen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Fragebogen; Deutscher; China; Chinesen; Messdaten; Analogiemodell; Korrelation; Cultural comparison; Kulturvergleich; Deutschland; USA
Abstract	Numerous qualitative studies, mostly with English speaking Westerners, have shown the important role of storytelling and values in promoting resilience. However, this quantitative study helps fill the gaps in the research, by investigating the mediator effects of storytelling on values and resilience of American, German, Chinese, and Vietnamese prospective teachers. The study, using path analysis, investigated how cultural differences influenced perceptions about storytelling, resilience and values. Open to change values of stimulation, self-direction, hedonism and universalism had the largest associations in the Final Model. The results of the multiple group analyses showed that the Final Model path estimates were invariant across cultural groups, but the error variances of the mean values were not invariant. Individual differences accounted for the variance more than cultural differences. The implications for educators, desiring to leverage literacy instruction with storytelling, are discussed. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01