Cultural Differences in Emotional Responses to Success and Failure

Autor/inn/en	Lewis, Michael; Takai-Kawakami, Kiyoko; Kawakami, Kiyobumi; Sullivan, Margaret Wolan
Titel	Cultural Differences in Emotional Responses to Success and Failure
Quelle	In: International Journal of Behavioral Development, 34 (2010) 1, S.53-61 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025409348559
Schlagwörter	Foreign Countries; Success; Failure; Emotional Response; Infants; Preschool Children; Cultural Differences; Values; Asians; African American Children; Whites; Psychological Patterns; Japan; United States + Suchen Sie Ihr Suchwort? Ausland; Erfolg; Emotionales Verhalten; Infant; Toddler; Toddlers; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kultureller Unterschied; Wertbegriff; Asian; Asiat; Asiatin; Asiaten; Asiate; African Americans; Afroamerikaner; White; Weißer; USA
Abstract	The emotional responses to achievement contexts of 149 preschool children from three cultural groups were observed. The children were Japanese (N = 32), African American (N = 63) and White American of mixed European ancestry (N = 54). The results showed that Japanese children differed from American children in expressing less shame, pride, and sadness, but more of both exposure and evaluative embarrassment. African American and White American children did not differ from one another. American children however showed more evaluative as opposed to exposure embarrassment. This finding supports the idea that success and failure are interpreted differently by Japanese children during the preschool years. The low amount of sadness and shame expression, and the limited range of number of different expressions observed in the Japanese children agree with the general finding that East Asian infants and young children differ from Western infants and children primarily in the display of negative expressions. These results demonstrate that cultural differences, whether due to temperament or direct socialization of cultural values, influence how children respond to achievement situations. (Contains 4 tables, 1 figure and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10