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Cultural Models of Well-Being Implicit in Four Ghanaian Languages.

ABSTRACT: This contribution to the collection of articles on "African Cultural Models" considers the topic of well-being. Reflecting modern individualist selfways of North American and European worlds, normative conceptions of well-being in hegemonic psychological science tend to valorize self-acceptance, personal growth, and autonomy. In contrast, given the embedded interdependence of everyday life in many West African worlds, one can hypothesize that cultural models of well-being in many Ghanaian settings will place greater emphasis on sustainability-oriented themes of material sufficiency and successful navigation of normative obligations. To explore this hypothesis, we interviewed local cultural experts who function as custodians of religion and an important source of support for well-being in many Ghanaian settings. We asked participants to identify and explain models of well-being implicit in four Ghanaian languages (Akan, Dagbani, Ewe, and Ga). Participants were 19 men and 15 women (age range 32-92 years; Mean = 59.83; SD: 14.01). Results reveal some features of local models, including good health and positive affective states, that appear to resonate with standard understandings of well-being in hegemonic psychological science. However, results also provide evidence for other features of local models - specifically, good living (including moral living, material success, and proper relationality) and peace of mind - associated with a sustainability or maintenance orientation to well-being.

SUBMITTER: Osei-Tutu A

PROVIDER: S-EPMC7399099 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Cultural Models of <i>Well-Being</i> Implicit in Four Ghanaian Languages.

Osei-Tutu Annabella A Dzokoto Vivian A VA Affram Adjeiwa Akosua AA Adams Glenn G Norberg Joakim J Doosje Bertjan B

Frontiers in psychology 20200728

This contribution to the collection of articles on "African Cultural Models" considers the topic of well-being. Reflecting modern individualist selfways of North American and European worlds, normative conceptions of well-being in hegemonic psychological science tend to valorize self-acceptance, personal growth, and autonomy. In contrast, given the embedded interdependence of everyday life in many West African worlds, one can hypothesize that cultural models of well-being in many Ghanaian settin ...[more]

PMID: 32849062

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Project description:Anecdotal evidence suggests that unfamiliar languages sound faster than one's native language. Empirical evidence for this impression has, so far, come from explicit rate judgments. The aim of the present study was to test whether such perceived rate differences between native and foreign languages (FLs) have effects on implicit speech processing. Our measure of implicit rate perception was "normalization for speech rate": an ambiguous vowel between short /a/ and long /a:/ is interpreted as /a:/ following a fast but as /a/ following a slow carrier sentence. That is, listeners did not judge speech rate itself; instead, they categorized ambiguous vowels whose perception was implicitly affected by the rate of the context. We asked whether a bias towards long /a:/ might be observed when the context is not actually faster but simply spoken in a FL. A fully symmetrical experimental design was used: Dutch and German participants listened to rate matched (fast and slow) sentences in both languages spoken by the same bilingual speaker. Sentences were followed by non-words that contained vowels from an /a-a:/ duration continuum. Results from Experiments 1 and 2 showed a consistent effect of rate normalization for both listener groups. Moreover, for German listeners, across the two experiments, foreign sentences triggered more /a:/ responses than (rate matched) native sentences, suggesting that foreign sentences were indeed perceived as faster. Moreover, this FL effect was modulated by participants' ability to understand the FL: those participants that scored higher on a FL translation task showed less of a FL effect. However, opposite effects were found for the Dutch listeners. For them, their native rather than the FL induced more /a:/ responses. Nevertheless, this reversed effect could be reduced when additional spectral properties of the context were controlled for. Experiment 3, using explicit rate judgments, replicated the effect for German but not Dutch listeners. We therefore conclude that the subjective impression that FLs sound fast may have an effect on implicit speech processing, with implications for how language learners perceive spoken segments in a FL.

Project description:A common approach for measuring the effectiveness of an education system or a school is the estimation of the impact that school interventions have on students' academic performance. However, the latest trends aim to extend the focus beyond students' acquisition of knowledge and skills, and to consider aspects such as well-being in the academic context. For this reason, the 2015 edition of the international assessment system Programme for International Student Assessment (PISA) incorporated a new tool aimed at evaluating the socio-emotional variables related to the well-being of students. It is based on a definition focused on the five dimensions proposed in the PISA theoretical framework: cognitive, psychological, social, physical, and material. The main purpose of this study is to identify the well-being components that significantly affect student academic performance and to estimate the magnitude of school effects on the well-being of students in OECD countries, the school effect being understood as the ability of schools to increase subjective student well-being. To achieve this goal, we analyzed the responses of 248,620 students from 35 OECD countries to PISA 2015 questionnaires. Specifically, we considered non-cognitive variables in the questionnaires and student performance in science. The results indicated that the cognitive well-being dimension, composed of enjoyment of science, self-efficacy, and instrumental motivation, as well as test anxiety all had a consistent relationship with student performance across countries. In addition, the school effect, estimated through a two-level hierarchical linear model, in terms of student well-being was systematically low. While the school effect accounted for approximately 25% of the variance in the results for the cognitive dimension, only 5-9% of variance in well-being indicators was attributable to it. This suggests that the influence of school on student welfare is weak, and the effect is similar across countries. The present study contributes to the general discussion currently underway about the definition of well-being and the connection between well-being and achievement. The results highlighted two complementary concerns: there is a clear need to promote socio-emotional education in schools, and it is important to develop a rigorous framework for well-being assessment. The implications of the results and proposals for future studies are discussed.

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Cultural Models of Well-Being Implicit in Four Ghanaian Languages.

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Cultural Models of <i>Well-Being</i> Implicit in Four Ghanaian Languages.

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