Culture-specific parenting and emotion regulation of children : A comparative study of Japan and China

总共有六个独立的项目。第一项是对上海幼儿的观察性研究。结果发现，与日本5岁儿童相比，中国儿童将情绪从消极状态转变为积极状态的能力较差。第二个是在幼儿园进行的自然观察研究。中国教师在引导幼儿获得自我调节能力方面比日本教师表现出更强的主动性。第三部分是关于情感认知结构的问卷调查。研究对象是来自中国两所大学的两种不同生态学背景的学生。研究发现，谷物和作物种植，即雨水供应农业，在人民中培养了独立的特征。相比之下，稻作农业在人民中培养了更多的依赖性。第四部分是中日青少年反社会行为的问卷调查。媒体的影响不是反社会行为的重要原因，但家庭成员之间的沟通障碍可能与这类行为有关。第五个是关于四个民族的个人消费，日本人，朝鲜族，在上海的中国人，在吉林州的中国人。结果发现，四个族群在购买产品的价值判断上并无差异，但在个人消费的使用上则有差异。第六章主要探讨满族各民族文化信仰体系的异同。在幼儿园项目方面，日本和中国没有明显差异，但在社会规范的习得和点名方面，满汉混血儿比日本人更强烈地被推荐。

There were six independent projects in total. The first one was an observational study of young children in Shanghai. The finding was that the Chinese children were less skillful in changing their mood from negative to positive state compared with Japanese five-year-old children. The second one was a naturalistic observational study at nursery schools. The Chinese teachers showed stronger initiative to guide the children to acquire self-regulation than Japanese teachers. The third one was a questionnaire study about affective-cognitive structures. The subjects were students of two universities from two different ecological backgrounds in China. The finding was that grain and crop farming, which means rain water supply farming, cultivate independent characteristics among the people. In contrast, rice-farming agriculture cultivates more dependent characteristics among the people. The fourth one was a questionnaire survey to the juveniles' anti-social behavior between Japanese and Chinese. The influences from the media were not critical cause of anti-social behavior, but discommunication among the family members might be related this type of behavior. The fifth one was about personal spending among four ethnic groups, Japanese, Korean-Chinese, Chinese in Shanghai, and Chinese in Jilin State. The finding was that value judgment of buying products was not different among four ethnic groups, but usage of personal expense was. The sixth one focused on the differences and similarities of culturally based belief system among the ethnic groups of Manchu. There were no obvious differences in nursery school program between Japan and China, but the acquisition of social norm and roll-taking in the group were more strongly recommended in the Manchu-Chinese than in the Japanese.