Formation of Attitudes of Asian Students Toward the Japanese and Other Cultures: Understanding in Terms of Ethnicity.
Examined the relation between Asian students' attitudes toward the Japanese people and other ethnic cultures, and factors affecting attitudes. Participants were 194 male and 201 female Asian students (Korean, Chinese, Taiwanese et al) at Japanese language schools in Japan, administered questionnaires about 59 items of attitudes toward the Japanese, attitudes regarding other ethnic cultures, friendships, experiences, and feelings about the Japanese people's respect for their own ethnicity. The results show that: (1) the Asian students' cognition of Japanese respect for their ownethnicity played a crucial role in the
development of positive attitudes toward the Japanese and other cultures; (2) the Chinese students more than the Korean students felt that Japanese were more interested in their own ethnic culture, and had comparatively more favorable experiences, friendships with Japanese, and positive images of the Japanese people; and (3) compared to the Asian university
students in Japan, the Asian language school students had fewer positive experiences, more negative experiences, and a lower intention to interact with Japanese people and people from other cultures.
Intergenerational Transmission of Attachment: Japanese Mother-Child Dyads.
Intergenerational transmission of attachment between 50 Japanese mothers (mean age 33yrs, 24-40 yrs) and their preschool children in the greater Tokyo area was examined using the Adult Attachment Interview (AAI) and the Attachment Q-set (AQS). The results indicate that: (1) the children of secure mothers had the highest security scores on the AQS, while the
children of unresolved mothers had the lowest AQS scores; (2) secure mothers' children were
likely to interact positively with their mothers as well as with strangers, and their emotion
regulation was positively organized; (3) the children of unresolved mothers acted negatively with their mothers and with strangers, and their behavior was disorganized; and (4) children of dismissing and preoccupied mothers did not show marked differences.