European American and Chinese parents' responses to children's success and failure
Implications for children's responses
Bibliographic Data
| ID | 9795663 |
|---|---|
| Authors | Florrie Fei‐yin Ng (0000-0001-5237-6913, University of Illinois Urbana-Champaign, corresponding author), Florrie Fei-Yin Ng, Eva M Pomerantz (0000-0003-0259-2700, University of Illinois Urbana-Champaign), Shui‐fong Lam (0000-0003-4506-9047, University of Hong Kong), Shui-fong Lam |
| Year | 2007 |
| Volume | 43 |
| Issue | 5 |
| Pages | 1239-1255 |
| Publication date | 2007-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.43.5.1239 |
| PMID | 17723048 |
| OpenAlex | W1972610273 |
| Language | EN |
| Citations received | 68 |
| References cited | 49 |
The authors examined cultural differences in parents' responses to their children's performance. In Study 1 (N = 421), Chinese 5th graders reported that their parents de-emphasized their academic success and emphasized their academic failure, whereas their American counterparts reported that their parents did the opposite. This partially accounted for Chinese (vs. American) children responding less positively to success and more negatively to failure. In Study 2 (N = 128), Chinese and American mothers' responses to their 4th and 5th graders' performance were observed in the laboratory. The cultural differences in children's reports of parents' responses documented in Study 1 were replicated; mothers' responses were also associated with children's subsequent performance. In addition, Chinese mothers were more involved than were American mothers, but their affect was similar. Taken together, the results suggest that parents' responses to children's performance may be a channel for cultural transmission and perpetuation of responses to performance
Academic achievement · Affect (linguistics · Chinese americans · Cultural diversity · Developmental psychology · Ethnic group · Child and Adolescent Psychosocial and Emotional Development · Cultural Differences and Values · Early Childhood Education and Development · Psychology
Parent–Infant Communicative Interactions in Cultural ContextCatherine S. Tamis‐LeMonda and Lulu Song are at New York University's Center for Research on Culture, Development, and Education, and acknowledge funding by NSF BCS grant #021859 and NSF Irads grant #0721383. We thank our colleagues and staff at the Center and NYU who contribute to our thinking about culture and development on a daily basis
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| Unique citing works | 68 |
|---|---|
| Citations per year | 4,25 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 68 |