Maternal Discussions of Mental States and Behaviors: Relations to Emotion Situation Knowledge in European American and Immigrant Chinese Children

Autor/inn/en	Doan, Stacey N.; Wang, Qi
Titel	Maternal Discussions of Mental States and Behaviors: Relations to Emotion Situation Knowledge in European American and Immigrant Chinese Children
Quelle	In: Child Development, 81 (2010) 5, S.1490-1503 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01487.x
Schlagwörter	Mothers; Preschool Children; Cultural Context; Immigrants; Mental Health; Chinese Americans; Whites; Cross Cultural Studies; Story Telling; Task Analysis; Parent Child Relationship; Prediction; Knowledge Level + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Immigrant; Immigrantin; Immigranten; Psychohygiene; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; White; Weißer; Cultural comparison; Kulturvergleich; Aufgabenanalyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Vorhersage; Wissensbasis
Abstract	This study examined in a cross-cultural context mothers' discussions of mental states and external behaviors in a story-telling task with their 3-year-old children and the relations of such discussions to children's emotion situation knowledge (ESK). The participants were 71 European American and 60 Chinese immigrant mother-child pairs in the United States. Mothers and children read a storybook together at home, and children's ESK was assessed. Results showed that European American mothers made more references to thoughts and emotions during storytelling than did Chinese mothers, who commented more frequently on behaviors. Regardless of culture, mothers' use of mental states language predicted children's ESK, whereas their references to behaviors were negatively related to children's ESK. Finally, mothers' emphasis on mental states over behaviors partially mediated cultural effects on children's ESK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10