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Research Article
Self-Construal and Nonverbal Emotional Expressivity:
A Cross-Cultural Comparison Between Korea and Japan
Issue:
Volume 14, Issue 6, December 2025
Pages:
178-189
Received:
20 October 2025
Accepted:
31 October 2025
Published:
9 December 2025
Abstract: Nonverbal emotional expressivity is a central component of interpersonal communication and cultural psychology. It reflects how emotions are conveyed through facial expressions, gestures, and other nonverbal channels. Previous cross-cultural research has often contrasted Western individualism with Eastern collectivism, overlooking meaningful cultural variation within East Asia. Although both Korea and Japan share collectivistic orientations, they differ substantially in their emotion socialization practices and interpersonal norms. The SOA (Subjective, Objective, Autonomous) model of self-construal conceptualizes three dimensions: the Subjective Self (SS) reflects active self-expression in interpersonal contexts, the Objective Self (OS) reflects sensitivity to others’ evaluations, and the Autonomous Self (AS) reflects self-determination based on internal values. This model provides a useful framework for examining how cultural differences relate to nonverbal emotional expressivity. In this study, we hypothesized that (H1) Korean participants would report higher SS and Affective Communication Test (ACT) scores than Japanese participants, (H2) SS would positively predict ACT in Korea but not in Japan, and (H3) OS would be negatively associated with ACT. A total of 388 undergraduates (Korea: n = 199; Japan: n = 189) completed the Self-Construal Scale and the ACT. Correlation, independent-samples t-test, and hierarchical regression analyses were conducted. Results supported H1 and H2 but not H3. SS predicted higher expressivity only among Korean participants, while OS showed no significant association with ACT. Koreans scored higher on SS, AS, and ACT, whereas Japanese participants scored higher on OS. These findings indicate that Korea reflects expressive collectivism that emphasizes emotional sharing to strengthen intimacy, whereas Japan reflects restrained collectivism that values emotional moderation to preserve harmony. This distinction refines cross-cultural theory by highlighting intra-East Asian diversity in self-construal and emotional expression, and underscores the importance of considering cultural nuances when interpreting emotional behaviors.
Abstract: Nonverbal emotional expressivity is a central component of interpersonal communication and cultural psychology. It reflects how emotions are conveyed through facial expressions, gestures, and other nonverbal channels. Previous cross-cultural research has often contrasted Western individualism with Eastern collectivism, overlooking meaningful cultur...
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Research Article
An Integrative Approach to Promote Subjective Well-being and Mental Health Based on Transdiagnostic Intervention Components
Sarah Franziska Tran-Huu*
Issue:
Volume 14, Issue 6, December 2025
Pages:
190-203
Received:
24 October 2025
Accepted:
5 November 2025
Published:
9 December 2025
Abstract: Background: Despite the vast amount of experimental and correlational studies and the various attempts to understand the mechanisms of change of psychological interventions, researchers and practitioners are still facing unanswered questions about how intervention programs work, and which factors are those which contribute significantly to improvements in mental health and well-being. Numerous programs were developed with varying concepts and theoretical foundations: Each approach has displayed a relevant amount of empirical evidence in fostering mental health which justifies their backing within the researcher and practitioners’ community. Yet, we still don´t know which intervention components and specific factors are relevant to actual change. Method: In this study, a systematic literature review was conducted to analyze existing research related to psychological interventions. Aim: The aim of this study was to provide an overview of current findings on emotional support and integrate them into a comprehensive framework. Results: We present a unifying conceptual framework to integrate those concepts based on a transdiagnostic basis and humanistic conception of human beings. Following the ideas of transdiagnostic approaches, we propose four central components: Mindfulness (MI), Emotion Regulation (ER), Self-Reflection (SR) and Resource Activation (RA) underlying and targeting different psychological processes leading to inner change. Limitations: The limitation of this study is that no empirical approaches were pursued. Conclusion: Despite their initially different approaches, those can meaningfully be integrated into a conceptual framework. It would be desirable for the focus to be more on how different concepts can complement each other.
Abstract: Background: Despite the vast amount of experimental and correlational studies and the various attempts to understand the mechanisms of change of psychological interventions, researchers and practitioners are still facing unanswered questions about how intervention programs work, and which factors are those which contribute significantly to improvem...
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Research Article
Positive Thinking Across Cultural and Contextual Divides
Mohammed Zeinu Hassen*
Issue:
Volume 14, Issue 6, December 2025
Pages:
204-208
Received:
31 October 2025
Accepted:
12 November 2025
Published:
9 December 2025
Abstract: This article examines the heterogeneity of positive thinking across cultures, challenging the notion of it as a universal, invariant trait. Positive thinking is conceptualized as a preponderance of positive thoughts, a disposition often linked to favorable life outcomes. Historically, psychology has focused more on pathology than on positive states, and early cross-cultural theories often presented differences in optimism as fixed, dispositional traits. For instance, Western individualism was thought to foster more positivity than Eastern collectivism, a view often rooted in frameworks like Hofstede's cultural dimensions theory. This paper critiques such static models, advancing the thesis that cross-cultural variance in positive thinking is not static but is fundamentally contingent upon a situational context, specifically the valence of an external event. The central argument is that apparent cultural divergences are relative and are governed by distinct cognitive frameworks, primarily dialectical reasoning and the Lay Theory of Change (LTC). By examining Western models of individualistic positive thinking against the backdrop of East Asian holistic and cyclical philosophies, this article posits that the utility of positive thinking is conditional, functioning either as an adaptive, learned skill or a detrimental, idealized fantasy. This complex view moves beyond cultural stereotypes to understand how culture and context interact to shape psychological responses, offering a more nuanced and dynamic understanding of human cognition.
Abstract: This article examines the heterogeneity of positive thinking across cultures, challenging the notion of it as a universal, invariant trait. Positive thinking is conceptualized as a preponderance of positive thoughts, a disposition often linked to favorable life outcomes. Historically, psychology has focused more on pathology than on positive states...
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Research Article
Exploring Schiro's (2013) Curricular Ideologies in Shaping Tanzania's Competence-Based Curriculum Policy
Muhangwa Godfrey Michael*
Issue:
Volume 14, Issue 6, December 2025
Pages:
209-213
Received:
3 April 2025
Accepted:
28 April 2025
Published:
26 December 2025
DOI:
10.11648/j.pbs.20251406.14
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Views:
Abstract: This paper investigates how Tanzania's competence-based curriculum policies were developed and put into practice in relation to global curriculum ideas. It looks at how Tanzanian curriculum design has been influenced by different foreign educational frameworks and ideologies, with a particular emphasis on the change from traditional to competence-based approaches. Through an analysis of major ideological influences, such as humanism, constructivism and critical pedagogy, the study demonstrates how these international viewpoints have been modified to fit specific educational situations. The study delves into the opportunities and problems these ideologies have for Tanzanian education, offering a glimpse into the wider ramifications for curriculum practice and policy in an increasingly interconnected world. By thoroughly examining policy papers, educational theories and case studies, this study advances a more comprehensive understanding of the dynamic interaction between educational philosophy and curriculum decision-making practices throughout the history of education and highlights the contextual importance and universal applicability of many curriculum ideas.
Abstract: This paper investigates how Tanzania's competence-based curriculum policies were developed and put into practice in relation to global curriculum ideas. It looks at how Tanzanian curriculum design has been influenced by different foreign educational frameworks and ideologies, with a particular emphasis on the change from traditional to competence-b...
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