Cross-Cultural Differences in Children’s Emotional Reactions, Essay Example

Patricia T Garrett-Peters and Nathan A. Fox co-authored “Cross-Cultural Differences in Children’s Emotional Reactions to a Disappointing Situation” to deduce how children of various cultural upbringing dealt with emotional disillusionment. The basis of the study included Chinese American and European American between the ages of four to seven. After being presented with a gift which was known to be a disappointment to the child, their reactions were recorded and coded via a predetermined method in order to place values on the reactions for investigation. The children’s reactions were analyzed based on age and cultural background to determine the parallels towards any factor relating to culture and family practices. The specific aim was to associate these factors to establish similarities and variations to the children’s attitudes and beliefs regarding emotions.

There have been studies conducted relating to children’s emotional responses to disappointment, no studies have been conducted with cultural variations involved. The authors are specifically addressing the role of culture in children’s emotional reactions to displeasure. The authors addressed existing research which demonstrates known factors regarding age and gender. Norms, known as display rules, are used as the basis for what is currently understood about the reactions of a child in a situation known as the disappointment gift paradigm. North Americans are taught to show gratitude when given a gift; regardless of how they really feel. Display rules are learned and perfected with age. Previous research also demonstrates that girls are better than boys at display rules and are better able to mask disappointment.

Hypothesis and Research Questions

1. Older children will demonstrate more positive than negative behaviors over younger children. Are there developmental differences in expressive behaviors after receiving a disappointment?
2. Females will demonstrate positive over negative behaviors over males. Are there gender differences in children’s emotional responses after receiving a disappointment?
3. European American children will demonstrate positive over negative expressive behaviors with more overall expressive behaviors over Chinese American children. Are there ethic group differences in emotional responses after receiving a disappointment?
4. Chinese American children can successfully adapt to cultural norms when taught and present behaviors more like European American children in disappointing situations.

Methods

Sample

Chinese American (CA) and European American (EA) children between the age of four and seven are studied. A total of 59 CA and 58 EA children were selected along with their mothers out of Washington, DC area. CA participants included 14 females and 15 males between the ages of four and five. Fifteen females and 15 males between the ages of seven and eight years old were also included. The parents of these children were all born in Taiwan or China. The parents had lived in the United States for between 10 to 11 years.

European American children included 13 females and 15 males between the ages of four and five. Also included were 15 males and 15 females between the ages of seven and eight. All parents of this group were born in the United States with one exception of a mother born in France and one father from Ireland.

The children were selected from child care centers and were recruited based on age, parent ethic origin. Religion or economic status was not factors included in the selection process. Developmental status was given by the parents and how they felt their child was progressing by age.

Procedures

This study was organized with each child participating in a task ranking possible prizes from most to least favorite. They were asked to perform a task and where told they would win a prize based on how they did on the task. The child was given the least favorite ranked prize, with the research assistant remaining emotionally neutral. The child was videotaped for their responses. After which the research assistant brought in a favorite prize, informing the child a mistake had been made in the prize selection. The mother’s were also asked to complete a questionnaire to assess bicultural identity.

The research was conducted in Washington, DC with two Caucasian females working as research assistants.  Both research assistants were qualified and bilingual, Mandarin and English) and of the same age. The first research assistant conducted the task while the other presented the disappointment prize. The first research assistant then asked the child how they felt about the prize and recorded the responses. She then told the child the second research assistant must have made a mistake in the prize selection and allowed the child to trade the prize. All assessments were standardized for age, gender and cultural background.

Research Design and Instruments

The investigators of this research study used a research design focused on encouraging the participants to engage in a task with a reward granted at the completion. The children were shown eight different rewards in the form of a ‘prize’ ranging from good to bad in quality. Good prizes were small gifts including items such as candy, stickers and whistles. The bad prizes were items such as broken toys. The tasks involved were relatively simple age appropriate tasks such as playing a picture or math game with one of the research assistants. Translations were not necessary since both research assistants spoke the same language as the children; Mandarin and English.

Variables

Measurement of the children’s expressive behaviors was measured by a behavior coding system developed previously.  This coding system was developed via Western examples so measurement required extra precautions regarding the CA participants. The coding scheme was modified to allow the CA sample sufficient response time. Additionally, equipment failure with the lack of videotaping one CA and one EA, both seven year old males caused the exclusion of these participants in the analysis. There was a disagreement in the scoring due to the variables which was resolved through evaluation and discussion.

Results

Researchers used a statistical technique to determine group differences with a three factor analysis: age (2) x ethnicity (2) x gender (2), MANOVA conducted on the frequency of four expressive variables.  These variables included positive, negative, social monitoring, and tension compared with overall expressivity. The most significant results were the self-reporting survey of the children’s disappointment. The data showed that overall the children were disappointed with receiving the negative prize. There was a lack of ethnic group differences in the self-reporting which demonstrates the CA and EA children were all equally disappointed in receiving their least favorable prize as a reward for completing a task.

Discussion

Interpretation of Results

The hypothesis was supported for overall expressiveness although further patterns were demonstrated regarding positive and negative expressions. However, the older CA children expressed more negative reactions than the EA children.  It is believed they may have viewed displaying a positive reaction as inappropriate due to having an audience present.  This is unlikely based on the Chinese belief in interpersonal harmony and peace. The authors account for this based on parenting styles. The hypothesis was that CA children would show less expression and so this finding does not support the hypothesis.

It is believed by the authors that the problem may include the constraints due to using a Western devised system for interpretation. They suggest future studies should take this into consideration. Improved coding systems developed by cross-cultural investigators would help reduce this problem. Additionally, the research should monitor the individuals present so that the children may feel less inhibited and possibly not display their true feelings. The use of other physiological measures should be introduced to monitor heart rate and other factors to ensure emotional reactions are consistent with physical reactions.

Limits of the Study

The study was limited first by being the first of its kind. Secondly it is limited by the use of a Western developed measurement system. Children also reported the limited display of emotions in front of peers over adults.

Future Outlook

The authors suggest it is important for future studies to investigate the different ways in which cultural-emotional frameworks affect parental values and beliefs. Also, parental values and beliefs towards how their children express emotions are important considerations. Understanding how children view these beliefs and internalize them is a significant factor in future studies on this subject. The ways in which parents teach cultural and social norms to their children and how they practice these in their daily lives will be a determinant in future studies. The authors consider this research as the first step in understanding these variations and realize further investigations need to be conducted to understand the expressive differences in children.

References

Garrett-Peters, P.T., & Fox, N.A. (2007). Cross-cultural differences in children’s emotional reactions to a disappointing situation. International Journal of Behavioral Development, 31(2), 161-169.