Socialization Of Emotions And Emotion Regulation In Cultural Context

Author : Hiu Ming Chan
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)

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Download or read book Maternal Emotion Socialization and Young Children's Socioemotional Development from a Cultural Perspective written by Hiu Ming Chan and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children in diverse cultures are socialized to understand, express, and regulate their emotions in ways that are considered adaptive in their culture. In early childhood, parents play an important role to teach children about the feeling rules and display rules of emotions in their culture. Parents’ emotion socialization is guided by their goals and beliefs about emotions, which are likely to vary based on the culturally specific value and norm in diverse culture. However, much of the research in the field of emotion socialization was still primarily based on European American families. Research in other cultural groups, including Chinese culture, is key to unpack the role of culture in emotion socialization. The current dissertation attempts to shed light on similarities and differences of maternal emotion socialization and its relations with children’s emotional competence both across and within culture. The first chapter provides a general introduction to the current state of literature in the role of parents and culture in emotion socialization and details how the current dissertation will contribute to the field. Chapter 2, 3, and 4 detailed three studies that used data from the same larger cross-cultural study that involved European American mothers from Columbus, Ohio in the United States and Chinese mothers living in Hong Kong and Beijing. The first study was a mixed-methods study that examined the quantitative differences in emotion socialization goals, beliefs, and practices of mothers across the three cultural groups. Importantly, qualitative findings were provided to help explain and contextualize our quantitative findings. Results indicated that Chinese mothers had different emotion socialization beliefs and goals and responded to children’s negative emotions differently when compared to European American mothers. Within-cultural differences between Hong Kong and Beijing mothers were also discussed. The third chapter presents a qualitative study that examined themes emerged from semi-structured interviews that assess mothers’ meta-emotion philosophy from the three cultural groups. Data of ten mothers from each cultural group were drawn for more in-depth analysis. Findings from thematic analysis revealed new dimensions of meta-emotion philosophy and other important themes that shed light onto why and how mothers across cultures differ in their beliefs and practices in emotion socialization. This qualitative study supported that parents’ meta-emotion philosophy was grounded in their cultural context and that the framework of meta-emotion philosophy has to be expanded to consider other cultural models and values. The study presented in chapter 4 conducted a series of hierarchical multiple regression analyses to test the associations between maternal acceptance of children’s negative emotions, supportive and training responses to children’s negative emotions, and children’s emotional competence (emotion understanding, regulation, and problem behaviors) and whether culture moderated these associations. Results indicated that culture significantly moderated the effect of maternal training responses on children’s emotional competence and revealed differences across and within culture. The last chapter provides an overall discussion of all the findings in the current dissertation.