Kiasu Behaviors

Introduction

Kiasu, “fear of losing out”, occurs when there is “an obsessive concern with getting the most out of every transaction and a desire to get ahead of others” (Hwang, Ang & Francesco, 2002, p. 75). Preparing before class or seeking feedbacks from teachers were some of the kiasu behaviors seen among students in Singapore (Ho et al., 1998; Hwang et al., 2002 & Kirby & Ross, 2007). These behaviors ensure stability especially in rapidly advanced country. Although it ensures personal growth (Ross, Rauch & Canada, 2003), it places more pressure on students. Thus leading to a kiasu education environment where students display kiasu behaviors to achieve academic excellence.

Singapore consists of a large population of Chinese, followed by

Ensuring a head start in both knowledge and assignments was one of the benefits of kiasu behaviors mentioned by Malay respondents. It would allow more time for learning and a solution to procrastination of assignments. Being motivated to study in a grades-driven education environment was also mentioned as a benefit. Despite the benefits mentioned, observations made of Malay students refuted their responses. An average of only five Malay students was seen at study areas and at the later part of the day. However, despite a competitive education system, Malays do not seem to display as many kiasu behaviors as compared to their peers. Using Hammer (2012) deduction, it could be argued that Malays viewed kiasu behaviors as a strategy to navigate through the kiasu practices of the Chinese. Cultural differences were said to be the underlying factor. It was mentioned that Malays were brought up with the belief that things happened because it was meant to be. They may have displayed kiasu behaviors similar to their peers. However, if situation did not go as planned, they would still be contented. This method of adaptation to a kiasu education environment was reflected as minimization stage of Bennett’s model. Jackson (2014) emphasized that minimization occurred when individuals retained their own cultural practices despite acknowledging cultural differences. Furthermore, such

Based on the explanations, the root cause of such behaviors was the competitiveness in the country. A major factor associated was Singapore’s booming economy. A respondent mentioned that with the country’s economy racing up, a plain diploma certificate was insufficient to obtain a high paying job. Thus, people compete among one another. A respondent mentioned that the behavior of “monkey see monkey do”, which meant following what others do, was prevalent in school. When a student was seen chasing after academic excellence, others feared that they would fall behind. Thus, they followed through. This shows that Singaporeans, despite culture differences, have accustomed to the competitive environment. In Bennett’s model, Singaporeans could be argued as being at the integration stage. They have internalized the differences and made necessary changes in order to integrate easily to the kiasu education environment. Furthermore, the integration stage requires individuals to construe their identities to be at the margins of two or more cultural groups (Hammer, Bennett & Wiseman, 2003). Thus, they move in and out between their own cultures and the environment in order to adapt to the kiasu education environment. As such, it has become a routine to integrate