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Significant interaction of parent regulation and ethnicity (Asian Indian or White American) in predicting Child Behavior Checklist (CBCL) Externalizing scores.
Source publication
Socialization of emotion is implicated in a variety of child outcomes, yet few studies have examined parental emotion socialization in ethnic minority families in the United States. In this study, we compared Indian immigrant (n = 40) and White American (n = 54) mothers' parental meta-emotion philosophies using the Parental Meta-Emotion Interview (...
Context in source publication
Context 1
... on the pattern of correlations between the other PMEP dimensions (parent regulation, child regulation, parent awareness, child awareness) and child outcomes across the two groups, an additional, exploratory moderation model was tested. These anal- yses showed that the Ethnicity Parent Regulation interaction significantly predicted CBCL Externalizing scores ( .39, p .02) and explained additional variance in CBCL Externalizing scores (see Table 5). Simple slope analysis revealed no relation- ship between parent regulation and CBCL Externalizing scores for White American mothers, t(86) .66, p .51, and a significant, inverse relationship for Asian Indian mothers, t(86) 3.12, p .003 (see Figure 2), indicating that ethnicity moderated the rela- tionship between parent regulation and CBCL Externalizing scores. The Parent Ethnicity Parent Regulation interaction was not significant for child social ...
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Citations
... Nonetheless, the majority of these data originated from Italian teachers, thus constraining the applicability to diverse cultural contexts. Instead of openly expressing emotion, individuals from the collectivist culture may prefer to express and regulate their emotions through spiritual practices, allowing them to process difficult feelings and seek solace without disturbing their loved ones (Daga et al., 2015;Merchant, 2024). These emotional behaviors may reflect differences in emotional beliefs (e.g., meta-emotion philosophy) between individuals in various cultural backgrounds. ...
... Cultural factors might influence caregivers' emotional socialization. Individuals from collectivist cultures may be more inclined to express and manage their emotions through spiritual activities, allowing them to process challenging feelings and seek solace without distressing their loved ones (Daga et al., 2015;Merchant, 2024). Therefore, future research needs to broaden the framework of teachers' meta-emotion philosophy, especially for the dismissing style, by applying mixed approaches, such as a qualitative interview or class observation. ...
Introduction
Kindergarten teachers are important emotional socialization agents for preschoolers’ social–emotional competence, and their meta-emotion philosophy might either enhance or inhibit preschoolers’ emotional socialization. Due to the lack of relative measurements, no studies have paid much attention to Chinese kindergarten teachers’ meta-emotion philosophy.
Methods
The present study included multistage research to evaluate the psychometric properties of the Crèche Educator Emotional Style Questionnaire (CEESQ) among Chinese kindergarten teachers. In Study One, exploratory factor analyses (EFAs) were conducted to assess the factor structure among 535 Chinese preschool teachers. In Study Two, confirmatory factor analyses (CFAs) were performed to confirm the factor structures among 538 other Chinese preschool teachers. The measurement invariance and convergent validity of the Chinese versions of CEESQ were also assessed. The results indicated that the five-factor model was a feasible representation of the Chinese version of CEESQ factor structure (χ²/df = 3.70, CFI = 0.93, TLI = 0.92, RMSEA [90% CI] = 0.061 [0.057, 0.065], RMSEA = 0.05). A multigroup CFA indicated the measurement invariance considering teachers’ parenting experiences, amount of teaching experiences, and academic education level.
Results
The Chinese version of CEESQ had robust internal consistency reliability and concurrent validity with emotional intelligence. The Chinese version of CEESQ had sound psychometric characteristics to evaluate Chinese kindergarten teachers’ meta-emotion philosophy.
Conclusion
This study added to the existing research literature by supporting the applicability of CEESQ among Chinese kindergarten teachers.
... 'Yeah, love you too, Dad.'"; Saw & Okazaki, 2010). Relatively low levels of parental affect have been found in in multiple countries in Asia, such as China, Indonesia, India, Japan, and South Korea (e.g., Chen et al., 1998;Daga et al., 2015;Louie et al., 2013;Trommsdorff & Friedlmeier, 2010). ...
... 'Yeah, love you too, Dad.'"; Saw & Okazaki, 2010). Relatively low levels of parental affect have been found in in multiple countries in Asia, such as China, Indonesia, India, Japan, and South Korea (e.g., Chen et al., 1998;Daga et al., 2015;Louie et al., 2013;Trommsdorff & Friedlmeier, 2010). ...
... The work on parental emotion socialisation emphasised the salience of a parental philosophy that focuses on the inevitability of negative emotions and the importance of moving on when one experiences such emotions among Indian American mothers (Fishman et al. 2014). Given the importance of emotion control, it was not surprising that Indian American mothers' (McCord and Raval 2016) and children's (Karkhanis and Winsler 2016) expressions of negative emotions were associated with child adjustment problems, while mothers' regulation of negative affect was associated with adaptive child outcomes (Daga, Raval, and Raj 2015). ...
Despite being the second largest Asian immigrant group in the United States, South Asian Americans are highly underrepresented in the psychological literature. Considered a ‘model minority’, South Asian Americans are a target of discrimination based on their Brown identity and religious affiliations, making it critical to examine their experiences. Extending the integrated conceptual framework to research pertaining to South Asian Americans published from 2012 to 2022, the aim of this scoping review was three‐fold: (i) to identify the demographics of South Asian Americans included; (ii) to identify whether there was discussion or assessment of contexts of emigration and settlement, religious or sociocultural values or beliefs, and individual interpretive processes or everyday activities; and (iii) to identify which aspects of psychological functioning are studied. Utilising PsycInfo, Scopus, and EBSCO, 103 publications met the inclusion criteria and were reviewed. Indian Americans were the most studied subgroup. Acculturation and physical/mental health, or relationships, parenting, and identity were frequently studied domains. The review highlights the critical need for future studies to examine the diversity of South Asian American experiences, assess relevant contexts, beliefs, values and worldviews and explore individual meaning‐making processes using culturally sensitive methods. Please refer to the Supporting Information section to find this article's community and social impact statement.
... However, the impact of these interactions can vary across cultures. For instance, in Latin, Indian, or African American cultures, non-supportive reactions from fathers often do not have the same negative effects as observed in US samples (Breen, Tamis-LeMonda & Kahana-Kalman, 2018;Cunningham, Kliewer & Garner, 2009;Daga, Raval & Raj, 2015;Dunbar, Zeytinoglu & Leerkes, 2022;Raval & Walker, 2019). ...
Introduction
Developmental research suggests that children learn to regulate their emotions and behavior through a process of emotion socialization. The main body of literature is based on samples from the United States, and very little is known about the socialization of emotions in Nordic settings.
Objectives
The current study aimed to explore associations between mothers' and fathers' reactions to children's negative emotions and externalizing behavior problems in a Nordic cultural context, and to explore gender differences in these associations.
Methods
Parent‐report data on the Coping with Children's Negative Emotions Scale (CCNES) and the Eyberg Child Behavior Inventory 6 (ECBI) was collected in a large sample of Norwegian preschool‐aged children (mothers, n = 242; fathers, n = 183; N = 257; M = 54 months, SD = 4.54; 49% boys). Teacher‐report data was collected using the Strengths and Difficulties Questionnaire (SDQ) conduct scale (n = 117).
Results
Both parents' supportive and non‐supportive reactions were associated with child externalizing difficulties in expected directions as evidenced by path models, controlling for socioeconomic status and age. A pattern emerged in which non‐supportive reactions to a greater extent predicted an increase in externalizing problems in girls, and supportive reactions predicted lower levels of externalizing problems in boys.
Conclusion
Our findings supported the basic assumptions of emotion socialization theory in a Nordic cultural context in which parental supportive and non‐supportive responses are related to child externalizing difficulties. Nordic parents are important socialization agents for their children, but their behaviors had a differential effect on boys' and girls' externalizing behavior problems.
... Fivush & Wang (2005) found that even during conversations about positive and negative emotionally salient events (e.g., conflict with parents), European American mothers often provided more causal explanations for both their children's and others' emotion than Chinese mothers who tended to focus on social norms and behavioral expectations. Compared to European American mothers, Indian immigrant mothers reported lower endorsement of emotion coaching (e.g., validating their child's emotions, helping their child verbally label emotions; Daga et al., 2015). More interestingly, the same study found that emotion coaching was associated with lower child's externalizing problems and higher social competence among European American mothers, it was unrelated to child outcomes among Indian immigrant families (Daga et al., 2015). ...
... Compared to European American mothers, Indian immigrant mothers reported lower endorsement of emotion coaching (e.g., validating their child's emotions, helping their child verbally label emotions; Daga et al., 2015). More interestingly, the same study found that emotion coaching was associated with lower child's externalizing problems and higher social competence among European American mothers, it was unrelated to child outcomes among Indian immigrant families (Daga et al., 2015). This finding thus highlights that the benefit of emotion socialization via the use of mental state language on child's socio-and behavioral development may not apply to non-WEIRD (e.g., Indian immigrant) populations (Daga et al., 2015). ...
... More interestingly, the same study found that emotion coaching was associated with lower child's externalizing problems and higher social competence among European American mothers, it was unrelated to child outcomes among Indian immigrant families (Daga et al., 2015). This finding thus highlights that the benefit of emotion socialization via the use of mental state language on child's socio-and behavioral development may not apply to non-WEIRD (e.g., Indian immigrant) populations (Daga et al., 2015). This may be in part because non-WEIRD parents are less likely to make attributions of negative internal states (e.g., frustration, sad) as causal of a child's misbehavior (Cheah & Park, 2006). ...
The ability to represent emotional experiences in a precise fashion with language, termed emotional granularity, is related to a number of beneficial outcomes. However, the emotion granularity construct and operationalization are rooted in the lens of so-called Western, Educated, Industrialized, Rich and Democratic (WEIRD) societies that focus on emotions as a mental-state phenomena. Using evidence from multiple non-WEIRD societies, we illustrate that people's everyday vernacular often emphasizes bodily over, or in addition to, mental states. This suggests that granularity focused only on mental state language may limit our ability to operationalize this construct in a culturally valid manner. To overcome this limitation, we propose capturing “experiential” granularity and a concept model on how it may link to regulation and health.
... However, regardless of ethnic membership, mothers of girls were more supportive than were fathers of girls. Controlling for mothers' education and family income, Daga, Raval, and Raj (2015) found a gender effect on mothers' awareness of children's emotions among an Indian immigrant sample, such that mothers of girls (vs. boys) reported more awareness, although this effect was not significant in a White American sample. ...
Communicating emotions is a transactional process that can be understood by examining the practices of the expressor and the practices of the receiver (e.g., emotion perception or understanding). Emotion expression, perception, and understanding vary as a function of gender and culture, and importantly, the interplay of gender and culture, as these emotional processes are bound to the norms and expectations within sociocultural contexts. Importantly, sociocultural beliefs and values about emotions are transmitted via socialization starting early in life, affecting one’s emotional behaviors over the life course. Therefore, we examine these constructs taking a developmental approach to the socialization of emotion through gender and culture norms that are shaped by parent-child interactions and other interpersonal interactions. We also discuss the ways in which emotion communication varies by gender and culture in online communication (e.g., emoticon usage, online groups), given the increasing importance and prevalence of these platforms. Finally, we provide recommendations for future research, both conceptually and methodologically.
... Strong emotions are traditionally considered disruptive and counter to the goals of maintaining group social harmony; thus, Asian children are socialized to attend to others' emotions and regulate their own emotions from an early age Curtis et al., 2020). Consistent with previous findings of lower levels of mother-and childreported parental positive emotion expressivity in East Asian American families, Asian Indian immigrant mothers also report lower levels of positive emotion expressivity than White American mothers (Daga et al., 2015;Louie et al., 2013). ...
... However, US respondents are more likely to evoke anger or fear; yet, these emotions are the two least-frequently used in our data. While cross-cultural studies of emotion have shown differences between India and the US [86][87][88], these studies have typically looked at specific settings such as childhood development, rather than general attitudes; our data set provides a valuable new source of comparison. ...
Attitudes are often expressed in what people say and write, as well as the content they choose to interact with. With the proliferation of social media and other online content, we are able to understand how people express their attitudes through large-scale linguistic analyses. Further, people’s attitudes and behaviors are often intertwined: attitude signals can be predictive of future behaviors, and conversely behavioral patterns can reveal underlying attitudes. This thesis explores the development of computational linguistic models to understand attitudes and behaviors. We surface the attitudes that people hold with respect to social roles (e.g., “professor,” “mother”) and compare them across different cultures using corpus-statistics models and dependency-based embedding models. Next, we look at how personal traits are predictive of behavior. To this end, we explore how we can incorporate implicit world knowledge into language models by predicting attitudes towards charitable giving. In this same direction, we examine traits, as expressed on social media, that are indicative of people likely to persist in pursuing self-improvement. We leverage linguistic characteristics such as expressed affect, writing style, and latent topics. Finally, we gain insight into how attitude and behavior give insight to each other by predicting attitudes towards philanthropic causes based on engagement behavior with newsletters and personal background information, using text-aware graph representation models. We also show how behavioral traits present in online communities are predictive of resilient attitude during the COVID-19 pandemic.
... They may be explicitly told about emotional norms or expected to acquire this information indirectly. Parents' emotional socialization goals vary with culture (Lee et al., 2017;Keller & Otto, 2009;Otto, 2014;Daga et al., 2015;Wang, 2008). Parents also show different responses to their children's emotional behavior (Brown et al., 2015;Cheah & Rubin, 2004;Cole et al., 2006;Corapci et al., 2018;Raval et al., 2013;. ...
The U.S. and Russian cultural contexts are thought to foster different models of emotion, with the former emphasizing positive emotions more and negative emotions less than the latter. Little is known about the ways in which parents transmit these models of emotions to children. Cultural products, such as popular storybooks, may serve to provide important tools of transmission. Two studies examined similarities and differences in the extent to which children's books from these cultural contexts depict emotions. In Study 1, U.S., Russian American, and Russian parents described the extent to which books that they recently read to their children depict positive and negative emotions. Although no differences emerged for depictions of positive emotions, U.S. parents described reading books with lower levels of negative emotions than Russian parents, with Russian American parents in between. These differences were partially due to parental beliefs about sadness. In Study 2, verbal and nonverbal depictions of emotions were compared for sets of popular children's books from the U.S. and Russia. U.S. books verbally referenced anger and sadness and depicted happiness, anger, and fear faces less frequently than Russian books. Taken together, these studies suggest that American and Russian parents value and expose their children to different depictions of emotions, particularly negative emotions. Future studies need to examine the ways in which children in these cultural contexts interpret depictions of emotions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
