The Role of Positive Self-Evaluation on Cross-Cultural Differences in Well-Being
Bibliographic record
Abstract
Past studies have shown that North Americans have higher well-being compared with East Asians. Objective living conditions (e.g., wealth, education, personal and political freedom) have been found to substantially contribute to North Americans’ higher well-being. One other possible explanation is that North American culture fosters positive evaluations of the self to enhance self-esteem and to feel positive emotions, which may lead North Americans to provide favorable ratings. These cultural differences in positive self-evaluations are, thus, expected to contribute to differences in well-being. To test this hypothesis, the current study compared well-being across two countries, the United States and China. Participants from the two countries ( N = 271) reported on their life satisfaction and Big Five personality, which was used to indirectly measure their positive self-evaluation tendencies. We found cross-cultural differences with European Americans showing higher well-being and positively biased view of the self compared with Hong Kong Chinese. Importantly, cultural differences in positive evaluative bias mediated cross-cultural differences in well-being. The present study provides further support for the generalizability of cross-cultural differences in self-evaluation, and their influence on well-being.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".