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Codependency Among College Students in the United States and Taiwan: a Cross

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Codependency Among College Students in the United States and Taiwan: a Cross Codependency among College Students in the United States and Taiwan: A Cross- Cultural Study A dissertation presented to the faculty of The Gladys W. and David H. Patton College of Education and Human Services of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Shih-Hua Chang November 2010 © 2010 Shih-Hua Chang. All Rights Reserved. 2 This dissertation titled Codependency among College Students in the United States and Taiwan: A Cross- Cultural Study by SHIH-HUA CHANG has been approved for the Department of Counseling and Higher Education and The Gladys W. and David H. Patton College of Education and Human Services by Christine Suniti Bhat Assistant Professor of Counselor Education Renée A. Middleton Dean, The Gladys W. and David H. Patton College of Education and Human Services 3 Abstract CHANG, SHIH-HUA, Ph.D., November 2010, Counselor Education Codependency among College Students in the United States and Taiwan: A Cross- Cultural Study (164 pp.) Director of Dissertation: Christine Suniti Bhat The purpose of this study was to compare and examine codependency and cultural values of individualism and collectivism reported by college students in the USA and Taiwan. Using cross-sectional data, this study also examined the relationships of codependency with gender, family functioning, self-esteem, and psychological adjustment in college students in these two countries. Convenience sampling was used, with the final two cultural comparison samples comprising 101 undergraduate students from a public university in the Midwest of the USA and 176 undergraduates from a private university in Taiwan. After controlling for differences in cultural orientations, hierarchical multiple regression analyses were employed to assess the relationships between codependency and cultural orientations as well as to determine the predictors of codependency in the total sample and the two cultural groups. The results indicated that codependency was related to cultural values, particularly interdependent/collectivistic cultural orientations, in college students in both Taiwan and the USA. The results also indicated that college students in Taiwan had higher levels of codependency than their counterparts in the USA after controlling for differences in cultural orientations. While gender, family functioning, self-esteem, and psychological adjustment were all significantly predictive of codependency in college students in the U.S. group, gender 4 was not a significant predictor in the Taiwanese group. Contrary to the views of some scholars regarding codependency being higher in females, the results of this study indicated that college males had higher levels of codependency than females in both of the cultural groups. However, only the gender difference found in college students in the USA was statistically significant. While family functioning, self-esteem, and psychological adjustment were all significant predictors of codependency, the importance of those predictors was somewhat different for each cultural group. Further, the results of follow-up analyses showed specific differences in the subscales of codependency as well as the two cultural orientations in college students in the USA and Taiwan. The implications of these findings for counseling college students who experience codependency in both countries as well as suggestions for future research are discussed. Approved: _____________________________________________________________ Christine Suniti Bhat Assistant Professor of Counselor Education 5 Acknowledgments First, I acknowledge and give thanks to my dear Lord, Jesus Christ, who has accepted me as who I am and called me into His abundant love and grace. Thank God for His faithfulness to lead me and grant me strength in every step of my life. I would like to express my deepest thanks to my advisor, Dr. Christine Suniti Bhat, for her constant support, encouragement, and belief in my abilities. Dr. Bhat, you welcomed me to the program and have helped me overcome many challenges and difficulties throughout my doctoral journey. Your constant support and warm regard have meant a lot to me, and thank you very much for all you have done to me. In short, thanks for being such a great role model, and your positive influence will continue to affect my endeavors to be a counselor educator and scholar. Special thanks go to my dissertation committee members. Each of them has made an invaluable contribution to this work, and my dissertation cannot be sound without their helpful suggestions. Dr. George Johanson, thank you for your patience and willingness to work with me through endless emails. Your kindness and timely feedback have been greatly appreciated, and thank you for guiding me to see the beauty of research and statistics. Thank you Dr. Yegan Pillay for your encouragement and constructive suggestions on this study. You are also a great role model in the program, and I enjoyed your teaching in classes and working with you in the Hill Center. Thank you Dr. Dianne Gut for your support and thoughtfulness. Your attention to detail and advice on this work have been deeply appreciated. 6 I also wish to take this opportunity to offer my appreciation to those who have made a great impact on my professional development. Dr. Tom Davis, thank you for inspiring me to pursue professionalism in counselor education and supervision. Your instillation has helped to shape my professional identity as a counselor educator and scholar. Thank you Dr. Wai-Cheong Carl Tam for your support and encouragement during my doctoral internship. You have strengthened my professional identity and fostered my growth as a counselor educator and scholar in Taiwan. I also thank my mentor in Taiwan, Professor Peter Jender Pan, who has shown me the passion and love for the counseling profession and research through his modeling. Peter, thank you for gentle support and encouragement in every stage of my professional development and personal growth. Finally, sincere gratitude to Dr. Chi-Wei Lin and the instructor Te-Jen Ko who encouraged me to study abroad and pursue doctoral degree in counselor education. A special thank goes to my colleagues and friends in Taiwan. Thank you all for your friendship, support, and prayers. To my colleagues, Karen Jye-Ru Jiang and Dr. Shio-Ling Tsai, thank you for helping me collect data in Taiwan. A particular thank to Huei-Ching Kang for your assistance in the back-translation of the instruments. I thank my dear friend, Jennifer Chang, who is also one of my sisters in Christ, to have inspired my interest in the subject and this study. To my dear sisters in Christ, Hsiao-Ling Huang, Wan-Yin Hu, and Chieng-May Kao, thank you for your emotional support and constant prayers through this process. 7 Finally, I would like to express my deep love and sincere gratitude to my husband, Der-Yuan Mark Chien, who has been my great source of support and strength as I pursued this degree. Honey, thank you for allowing and encouraging me to be myself. Your unconditional love and acceptance have granted me courage to overcome my weakness. Thank you for your sustained support of everything I do and dedication to my success. You are my best friend and partner and I thank God for the rich blessing of having you in my life. I love you and thank you for everything you have done for me throughout the journey. 8 Tables of Contents Page Abstract .............................................................................................................................. 3 Acknowledgments ............................................................................................................. 5 List of Tables ................................................................................................................... 13 List of Figures .................................................................................................................. 15 Chapter 1: Introduction ................................................................................................. 16 Background of the Study ............................................................................................ 16 The construct and definitions of codependency. .................................................. 16 Gender, culture and codependency. ...................................................................... 18 College students and codependency. ..................................................................... 19 Statement of the Problem ........................................................................................... 22 Research Questions ..................................................................................................... 23 Null Hypotheses ........................................................................................................... 24 Significance .................................................................................................................. 25 Limitations and Delimitations of the Study .............................................................. 25 Limitations. .............................................................................................................. 25 Delimitations. ........................................................................................................... 26 Definitions of Terms ................................................................................................... 26 Attachment styles. ..................................................................................................
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