Emotion Processes in Ethnic Minority Children

少数民族儿童的情绪过程

• 批准号: 7151824
• 负责人: CINDY H LIU
• 金额: $ 3.87万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-01 至 2007-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7151824
• 关键词: Chinese American; academic achievement; behavior test; behavioral /social science research tag; child (0-11); child behavior; child rearing; children; clinical research; culture; emotional adjustment; emotions; female; heart rate; human subject; interview; mother child interaction; parents; predoctoral investigator; questionnaires; racial /ethnic difference; socializations; videotape /videodisc

DESCRIPTION (provided by applicant): This research will increase our understanding of cultural influences on emotion processes and socioemotional outcomes. Research in emotion development has established clear links between maladaptive emotion processes and poor social and behavioral outcomes. However, what is maladaptive or adaptive depends on the cultural context in which the emotion takes place. For instance, while mainstream American culture promotes open emotion expression, Chinese culture emphasizes emotion moderation. Since most of research in emotion development uses European American samples, we know little about 1) the way in which children from different cultures express and regulate their emotions, 2) how children acquire these behaviors from their culture, and 3) the emotion behaviors associated with later social and behavioral outcomes. Furthermore, it is unknown how ethnic minority children who live in two contexts with largely opposing goals for emotion (e.g. immigrant Chinese home, mainstream American school) develop these emotion processes. This study has the potential to design effective intervention for ethnic minority children by identifying the specific factors in culture and emotion that predict poor socioemotional outcomes.

描述（由申请人提供）：这项研究将增加我们对文化对情感过程和社会情感成果的影响。情绪发展的研究已经建立了适应不良的情绪过程与社会和行为成果不佳之间的明确联系。但是，适应不良或适应性的是，情感发生的文化背景。例如，尽管美国主流文化促进了公开的情感表达，但中国文化强调情绪谦虚。由于情感发展的大多数研究都使用了欧美样本，因此我们对1）不同文化的儿童表达和调节情绪的方式，2）孩子如何从文化中获得这些行为，以及3）与以后的社会和行为成果相关的情感行为。此外，尚不清楚生活在两个背景下生活的少数民族儿童如何在很大程度上反对情感目标（例如中国移民家庭，主流美国学校）发展这些情感过程。这项研究有可能通过确定预测社会情感结果不佳的文化和情感中的特定因素来为少数民族儿童设计有效的干预措施。