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。研究发现，与日本五岁儿童相比，中国儿童在将情绪从消极状态转变为积极状态方面的技能较差。第二项是在幼儿园进行的自然主义观察性研究。与日本教师相比，中国教师在引导儿童获得自我监控方面表现出更强的主动性。第三个研究是关于情感认知结构的问卷研究。被试是来自中国两个不同生态背景的两所大学的学生。研究发现，粮食和农作物耕作，即雨水供应耕作，在人民中培养了独立的特征。相比之下，稻作农业在人们中培养出更多的依赖特征。第四部分是对中日青少年反社会行为的问卷调查。来自媒体的影响不是反社会行为的关键原因，但家庭成员之间的沟通中断可能与这种行为有关。第五个是关于日本人、朝鲜族、上海华人和吉林州华人四个民族的个人消费。研究发现，四个民族对购买产品的价值判断没有差异，但对个人消费的使用存在差异。第六章着重分析了满族各民族文化信仰体系的异同。日本人和中国在幼儿园项目上没有明显差异，但满族人比日本人更强烈地推荐获得社会规范和在群体中点名。

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.