Fend, Helmut: Entwicklungspsychologie des Jugendalters. Opladen: Leske + Budrich 2000. [Rezension]

Rezension von: Fend, Helmut: Entwicklungspsychologie des Jugendalters. Opladen: Leske + Budrich 2000, 450 S

Institutional Resources with Notable Foci on Psychology and Culture

The following Centers, Institutes, Programs and Units (hereafter called “entities”), all components of colleges and universities in many countries, are important resources for teaching, research, consultation and services that have some focus on psychology and culture. The aim of this list is to provide brief information about each entity and to identify the main contact person(s) at each

Year of the Golden Jubilee: Culture Change in the Past, Present and Future

Part 1 of the IACCP Proceedings contains the abstracts and links to the recordings of the XXVI Congress of the International Association for Cross-Cultural Psychology, 2022. (c) 2023, International Association for Cross-Cultural Psychologyhttps://scholarworks.gvsu.edu/iaccp_proceedings/1011/thumbnail.jp

Emotion Displays in Media: A Comparison Between Mexican, Hispanic-American, and European-American Children’s Storybooks

Cultures differ in emotions not only in the emotion display rules (Matsumoto et al., 2008), i.e., how, when, and to whom emotions are appropriate to be expressed, but also in preferences for certain type of emotions (e.g., De Leersnyder, Kim, & Mesquita, 2015; Eid & Diener, 2011). Young children acquire these culture-specific emotion norms not only through their parents’ emotion socialization strategies (Friedlmeier, Corapci, & Cole, 2011), but also through exposure to cultural artifacts such as children’s storybooks (Tsai, 2007; VanderWege et al., 2014). The goal of this study was to compare emotion displays in European-American, Mexican, and Hispanic-American storybooks to infer cultural differences in emotion norms with a particular emphasis on acculturation effects of Hispanic-American books. Cultural variations of emotion norms are partly explained by general cultural syndromes like individualism-collectivism (van Hemert, Poortinga, & van de Vijver, 2007) and differences in self-construal (Kitayama, Markus, & Kurokawa, 2000), and we expected differences between Mexican and European-American storybooks regarding intensity of expression, type of emotion, and impact of ingroup/outgroup on emotion display

Emotion Socialization in the Indian Cultural Context

The social cultural norms that guide parental practices regarding emotion socialization are determined by cultural meanings ascribed to emotion, emotion expression, regulation, and larger socialization goals. The majority of the empirical research on emotion socialization has been carried out in the US and in Western European countries. The current article aims at understanding emotion socialization in the Indian context interweaving broader views on parenting and socialization, socialization goals, and ancient and modern emotion concepts that shape emotion socialization in India. The heterogeneity of the Indian culture as well as modernization processes that influence these practices suggest heterogeneity of emotion socialization across contexts (e.g., rural-urban; multiple caregiver models)

Wiser World With Multiculturalism

A peer-reviewed book based on presentations at the XXIV Congress of the International Association for Cross-Cultural Psychology, 2018, Guelph, Canada. (c) 2020, International Association for Cross-Cultural Psychologyhttps://scholarworks.gvsu.edu/iaccp_proceedings/1008/thumbnail.jp

Links Between Maternal Emotion Socialization Goals and Practices in an Urban Indian Context

Socialization goals and practices are shifting and changing in countries like India due to modernization, particularly in urban context. Given the shift, mothers may endorse balanced socialization goals over traditional relational goals and that may influence their emotion regulation behavior with the toddlers. This paper aims to test whether mothers’ emotion socialization practices toward their toddlers differ with reference to their socialization goals for both positive and negative socially disengaging and engaging emotions. Fifty mothers of toddlers (M = 25 months) from Vadodara, India, participated in the study. They answered the Emotion Socialization Goals Questionnaire (Chan et al., 2006) and were interviewed about their emotion regulation practices. Results indicated that the majority (58%) of Indian mothers showed clear preference for endorsing balanced goals. As expected, mothers with relational goals endorsed more non-supportive strategies like training, especially for negative socially disengaging emotions. No differences occurred for positive emotions. The findings are discussed with respect to the various emotion competence models that are present in the Indian cultural context