{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/82117"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/82117","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Parents' Responses to Children's Success and Failure: Differences Between Chinese and European American Parents","abstract":"This research examined cultural differences in how parents respond to children's performance. Whether such differences account for cultural differences in children's responses was also studied. In Study 1, Chinese fifth-graders (N = 188) reported that parents deemphasized their academic success and emphasized their academic failure, whereas their American counterparts (N = 233) reported that parents did the opposite. This partially accounted for Chinese (versus American) children responding less positively to success and more negatively to failure as well as for their dampened positive emotional functioning. In Study 2, mothers' responses to the performance of fourth- and fifth-grade children from China (N = 59) and the US (N = 69) were observed in the laboratory. The cultural differences in parents' responses found in Study 1 were replicated. Chinese (versus American) mothers showed heightened involvement but similar affect.","abstract_html":"This research examined cultural differences in how parents respond to children's performance. Whether such differences account for cultural differences in children's responses was also studied. In Study 1, Chinese fifth-graders (N = 188) reported that parents deemphasized their academic success and emphasized their academic failure, whereas their American counterparts (N = 233) reported that parents did the opposite. This partially accounted for Chinese (versus American) children responding less positively to success and more negatively to failure as well as for their dampened positive emotional functioning. In Study 2, mothers' responses to the performance of fourth- and fifth-grade children from China (N = 59) and the US (N = 69) were observed in the laboratory. The cultural differences in parents' responses found in Study 1 were replicated. Chinese (versus American) mothers showed heightened involvement but similar affect.","abstract_has_math":false,"creators":["Ng, Florrie Fei-Yin"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Pomerantz, Eva M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T20:39:15Z","date_published":"2015-09-25T20:39:15Z","updated_at":"2026-07-22T22:26:17Z","subjects":["Sociology, Individual and Family Studies"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3242951"],"render_values":[{"text":"(MiAaPQ)AAI3242951","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/82117","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pomerantz, Eva M."]},{"key":"dc:creator","label":"Author","values":["Ng, Florrie Fei-Yin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T20:39:15Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sociology, Individual and Family Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/82117","(MiAaPQ)AAI3242951"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This research examined cultural differences in how parents respond to children's performance. Whether such differences account for cultural differences in children's responses was also studied. In Study 1, Chinese fifth-graders (N = 188) reported that parents deemphasized their academic success and emphasized their academic failure, whereas their American counterparts (N = 233) reported that parents did the opposite. This partially accounted for Chinese (versus American) children responding less positively to success and more negatively to failure as well as for their dampened positive emotional functioning. In Study 2, mothers' responses to the performance of fourth- and fifth-grade children from China (N = 59) and the US (N = 69) were observed in the laboratory. The cultural differences in parents' responses found in Study 1 were replicated. Chinese (versus American) mothers showed heightened involvement but similar affect.","Made available in DSpace on 2015-09-25T20:39:15Z (GMT). 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Whether such differences account for cultural differences in children's responses was also studied. In Study 1, Chinese fifth-graders (N = 188) reported that parents deemphasized their academic success and emphasized their academic failure, whereas their American counterparts (N = 233) reported that parents did the opposite. This partially accounted for Chinese (versus American) children responding less positively to success and more negatively to failure as well as for their dampened positive emotional functioning. In Study 2, mothers' responses to the performance of fourth- and fifth-grade children from China (N = 59) and the US (N = 69) were observed in the laboratory. The cultural differences in parents' responses found in Study 1 were replicated. Chinese (versus American) mothers showed heightened involvement but similar affect.","Made available in DSpace on 2015-09-25T20:39:15Z (GMT). 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