https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00192/full
Have compassion for others’ mistakes and weaknesses. 0.74 0.53
Understand the other person’s feelings. 0.72 0.57
Be supportive of others. 0.67 −0.21 0.55
Avoid taking away others’ opportunity for growth. 0.67 −0.24 0.38
Avoid doing anything that would be harmful to others. 0.63 0.24 0.48
Avoid neglecting your relationship with others. 0.52 0.33
Avoid being embarrassed. 0.79 0.55
Avoid looking like a failure. 0.73 0.58
Avoid being exposed as wrong. 0.60 0.45
Avoid showing your unlikable side. 0.58 0.22 0.45
Avoid being disliked. 0.56 0.34 0.54
Avoid showing your weaknesses. 0.50 0.22 0.36
Prove your competence to others. 0.68 0.53
Get others to recognize or acknowledge your intelligence. 0.68 0.52
Appear successful. 0.64 0.51
Get others to think that you are nice. 0.74 0.65
Get others to think that you are kind. 0.65 0.62
Be seen as a kind person. 0.28 0.61 0.58
Eigenvalues 5.72 2.80 1.60 0.96
1 I hope my learning group is superior to others. 0.768 −0.106 0.066 2 When there are different opinions, I would like to coordinate them. 0.742 −0.274 0.239 3 For me, it is important to maintain harmony within the group. 0.647 0.187 −0.119 4 I incorporate the advice of others when preparing a study plan. 0.625 0.127 −0.012 5 Group members should carefully summarize each other’s arguments. 0.615 −0.034 0.033 6 Discussions with other members who have different opinions will improve me. 0.589 0.267 −0.061 7 I try to share my own thoughts and materials if they are useful to other students. 0.585 0.157 0.023 8 I have respect for the others with whom I interact. 0.551 0.241 −0.038 9 It is a good idea to share the tasks for more efficient group work. 0.442 0.214 −0.02 10 I can learn important things from other students. −0.108 0.824 0.116 11 It is a good idea for students to help one another in their studies. 0.076 0.768 −0.015 12 We learn numerous important things from one another. 0.066 0.763 0.047 13 My peers rely on my information and advice. −0.026 0.019 0.831 14 My peers rely on my presence as well as my help and support. 0.004 0.08 0.715 15 I draw conclusions from information in group discussions. 0.094 0.091 0.553
interdependence
Adolescents’ interdependence. Adolescents’ interdependent self was measured by the relevant subscale from the Self Construal Scale (Singelis, 1994). The wording of the items was changed so that adolescents were asked about their interdependence in relation to their family, instead of an unspecified group of people (people around me, my group). The subscale consisted of five items
(e.g., “It is important for me to maintain harmony within my family.” “
It is important to me to respect decisions made by my family.”
“I often have the feeling that my relation with my family is more important than my own accomplishments.”
“My happiness depends on the happiness of my family.”
“I would sacrifice my self-interest for the benefit of my family.”).
Adolescents indicated how strongly they agreed or disagreed with each statement on a 5-point scale ranging from 1 (strongly disagree) to 5 (strongly agree). The mean of the five items was used for further data analyses. The reliability coefficients of the scale ranged from .68 to .76 in the three samples.
Satisfaction with family and friendships.
Adolescents’ satisfaction with their family relationships and friendships was measured with single-item measures: They were asked to indicate how satisfied they were with their family relationships and friendships on a 5-point scale ranging from 1 (not satisfied at all) to 5 (very satisfied). Single-item measures have been found to be valid alternatives to multiple-item ones when assessing, for instance, the parentchild communication (Tabak et al., 2012), closeness in relationships (Aron, Tamm et al. 463 Aron, & Smollan, 1992), and global self-esteem (Robins, Hendin, & Trzesniewski, 2001).
Vignette.
Adolescents were asked to imagine the following situation: You and your friends have decided to spend the day together, but your parents want you to help them with chores. After reading the story, adolescents had to (a) indicate what they would do in such situation by choosing either “spend the day helping my parents” or “spend the day with my friends,” and (b) write down their reasons for deciding to do this.
https://healthyfamiliesresearch.utk.edu/wp-content/uploads/sites/105/2021/09/Development-and-validation-of-the-FACES-IV-SF.pdf
https://onlinelibrary.wiley.com/doi/epdf/10.1111/famp.12559
actor 1FS1
My family supports me when I’m in need .610.870.872
I feel loved by my family.683
My family listens to me when I talk.654
I feel respected by my family.705
My family feels close to one another.57
Factor 2FC6
I feel left out of my family.400.770.787
When I ask my family to do something,we tend to end up arguing because theydon’t do it properly.578
My family irritates my nerves.619
My family hurts each other’s feelings byusing insulting words and actions whendisagreements occur.5810
My family disputes over householdchores (e.g., washing, cleaning, etc.).64
Factor3FT11
My family likes to spend time with eachother (e.g., travel, eating out, etc.).68 0.770.7812
It’s very important to our family thatwe get along together.4213
My family discusses with each otherwhen making important decisions.6314
My family talks together about familyrules (curfew, table manners, etc.).4215
My family spends holidays together.72
Total internal consistency0.890.90Note.
FS=family support; FC=family conflicts; FT=family togetherness;r=items with reversedscore;
McDonald’sxt=McDonald’s omega total.Fam. Proc., Vol. 60, June, 2021KIM, GIL, & KIM-GODWIN/595