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Korean immigrants have migrated to New Zealand over the past three decades in search of a happier and more balanced life. While they anticipated that their children would be integrated into New Zealand society, they have primarily settled in Korean ethnic enclaves. In this context, younger Korean New Zealanders have been exposed to and influenced by New Zealand’s national and Korean ethnic cultures. This study examined success beliefs and well-being among Korean youth in New Zealand with a Third Culture Kid background (TCK K-NZ) in comparison to Korean youth in Korea (K-Korean) and European New Zealand youth (Pākehā). Results indicated that TCK K-NZ youth endorsed extrinsic success similarly to K-Korean youth, but that valuing extrinsic success predicted lowered well-being only for K-Korean youth. Conversely, valuing intrinsic success predicted higher well-being across the three groups. Results also revealed that TCK K-NZ youth's well-being levels were between those of K-Korean and Pākehā youth, potentially influenced by different structural relations between success beliefs and well-being, as well as their position as “third culture kids” in New Zealand. This study contributes to understanding cultures' roles in formulating success beliefs and the relationship between success beliefs and well-being for Korean New Zealander youth.
Highlights
• Students have limited concerns about privacy in learning analytics (LA).
• Students' privacy concerns in LA vary across countries.
• Culture shapes students' privacy concerns in LA.
• Power distance, uncertainty avoidance and masculinity affect privacy concerns in LA.
• Cultural values should be considered in LA privacy management.
Abstract
Applications of learning analytics (LA) can raise concerns from students about their privacy in higher education contexts. Developing effective privacy-enhancing practices requires a systematic understanding of students’ privacy concerns and how they vary across national and cultural dimensions. We conducted a survey study with established instruments to measure privacy concerns and cultural values for university students in five countries (Germany, South Korea, Spain, Sweden, and the United States; N = 762). The results show that students generally trusted institutions with their data and disclosed information as they perceived the risks to be manageable even though they felt somewhat limited in their ability to control their privacy. Across the five countries, German and Swedish students stood out as the most trusting and least concerned, especially compared to US students who reported greater perceived risk and less control. Students in South Korea and Spain responded similarly on all five privacy dimensions (perceived privacy risk, perceived privacy control, privacy concerns, trusting beliefs, and non-self-disclosure behavior), despite their significant cultural differences. Culture measured at the individual level affected the antecedents and outcomes of privacy concerns. Perceived privacy risk and privacy control increase with power distance. Trusting beliefs increase with a desire for uncertainty avoidance and lower masculinity. Non-self-disclosure behaviors rise with power distance and masculinity and decrease with more uncertainty avoidance. Thus, cultural values related to trust in institutions, social equality and risk-taking should be considered when developing privacy-enhancing practices and policies in higher education.