情境下幼儿的情感社会化:与墨西哥传统文化价值观的关联。

Andrea C Buhler-Wassmann, Leah C Hibel
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摘要

在婴儿期和幼儿期,照顾者负责通过他们对情绪唤醒的反应来外部共同调节孩子的情绪和生理。这些照顾行为影响幼儿的情绪调节,从而影响长期的身体、学业、认知和社会情感发展。虽然照顾反应是文化嵌入的,但有限的研究探讨了文化规范如何影响墨西哥裔美国母亲的情感社会化行为。本研究考察了母亲的墨西哥传统文化价值观(即家庭主义、尊重、宗教信仰和传统性别角色)如何预测她们对幼儿负面情绪的支持和抑制反应。参与者包括145名墨西哥裔美国母亲(M=25.85岁,SD=5.41)和她们的幼儿(M=18.33个月,SD=2.10)一起生活在北加州。报告显示,母亲对负面情绪的支持反应明显多于抑制反应。重视家庭主义与更多的支持性反应相关,而重视尊重与更多的抑制性反应相关。传统的性别角色价值观与较少的支持性和更多的抑制性反应相关,基于儿童的性别没有显着差异。研究结果强调了文化价值观在塑造墨西哥裔美国母亲如何应对幼儿情绪方面的强大作用,这可能为儿童的长期社会情感发展奠定基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Toddlers' Emotion Socialization in Context: Associations with Mexican Heritage Cultural Values.

In infancy and toddlerhood, caregivers are responsible for externally co-regulating their children's emotions and physiology through their responses to emotional arousal. These caregiving behaviors influence toddlers' emotion regulation, which impacts long-term physical, academic, cognitive, and socioemotional development. Though caregiving responses are culturally embedded, limited research has explored how cultural norms influence Mexican American mothers' emotion socialization behaviors. This study examined how mothers' Mexican heritage cultural values (i.e., familismo, respeto, religiosity, and traditional gender roles) predicted their supportive and suppressive responses to toddlers' negative emotions. Participants included 145 Mexican American mothers (M=25.85 years, SD=5.41) living with their toddlers (M=18.33 months, SD=2.10) in Northern California. Mothers reported significantly more supportive than suppressive reactions to negative emotions. Valuing familismo was associated with more supportive responses, whereas valuing respeto was associated with more suppressive responses. Traditional gender role values were associated with less supportive and more suppressive responses, with no significant differences based on the child's sex. Findings underscore the powerful role of cultural values in shaping how Mexican American mothers respond to their toddlers' emotions, which may lay the groundwork for children's long-term socioemotional development.

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