PSYCH  Vol.3 No.6 , June 2012
Influential Factors of Emotional Display Rules in Chinese Adolescents
ABSTRACT
To explore the influential factors of emotional display rules in Chinese adolescents, 119 participants (male 66, female 53) were selected from a junior high school in Beijing. Ten life events associated with emotional display rules were used to comprehensively examine the effects of emotional type (positive/ negative), interactive partners (parents/peers), other-involved/self-involved and gender. Results indicated that in the positive contexts, adolescents applied more EDR in front of peers than parents, while in the negative contexts their performances were similar in front of the two kinds of interactive partners. All the participants used more EDR in negative contexts than positive contexts. Compared with other-involved situations, they applied more EDR in self-involved situations. Girls used more EDR than boys.

Cite this paper
Wang, Y. , Liu, X. & Cui, L. (2012). Influential Factors of Emotional Display Rules in Chinese Adolescents. Psychology, 3, 504-506. doi: 10.4236/psych.2012.36072.
References
[1]   Chaplin, T. M., Cole, P. M., & Zahn-Waxler, C. (2005). Parental socialization of emotion expression: Gender differences and relations to child adjustment. Emotion, 5, 80-88. doi:10.1037/1528-3542.5.1.80

[2]   Cole, P. M. (1986). Children’s spontaneous control of facial expression. Child Development, 57, 1309-1321. doi:10.2307/1130411

[3]   Garrett-Peters, P. T., & Fox, N. A. (2007). Cross-cultural differences in children’s emotional reactions to a disappointing situation. International Journal of Behavioral Development, 31, 161-169. doi:10.1177/0165025407074627

[4]   Gnepp, J., & Hess, D. L. (1986). Children’s understanding of verbal and facial display rules. Developmental Psychology, 22, 103-108. doi:10.1037/0012-1649.22.1.103

[5]   Harris, P. L., Donnelly, K., Guz, G. R., & Pitt-Watson, R. (1986). Children's understanding of the distinction between real and apparent emotion. Child Development, 57, 895-909. doi:10.2307/1130366

[6]   Hou, R. H., & Yu, G. L. (2006). Children’s understanding of emotional display rules and use of strategies. Psychological Science (in Chinese), 29, 18-21.

[7]   Jones, D. C., Abbey, B. B., & Cumberl, A. (1998). The Development of display rule knowledge: Linkages with family expressiveness and social competence. Child Development, 69, 1209-1222.

[8]   Josephs, I. E. (1994). Display rule behavior and understanding in preschool children. Journal of Nonverbal Behavior, 18, 301-326. doi:10.1007/BF02172291

[9]   Liu, Y. J., & Fang, F. X. (2007). Research on the development of understanding of the situation using emotion display rules in 4- to 6-year-old children (in Chinese). Chinese Journal of Behavioral Medical Science (in Chinese), 16, 241-243.

[10]   McDowell, D. J., & Parke, R. D. (2000). Differential Knowledge of Display Rules for Positive and Negative Emotions: Influences from Parents, Influences on Peers. Social Development, 9, 415-432. doi:10.1111/1467-9507.00136

[11]   Mezulis, A. H., Abramson, L. Y., Hyde, J. S., & Hankin, B. L. (2004). Is there a universal positivity bias in attribution? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias. Psychological Bulletin, 130, 711-747. doi:10.1037/0033-2909.130.5.711

[12]   Saarni, C. (1984). An observational study of children’s attempts to monitor their expressive behavior. Child Development, 55, 1504-1513. doi:10.2307/1130020

[13]   Seidel, E. M., Ute, H., & Michaela, K. (2010). The impact of facial emotional expressions on behavioral tendencies in women and men. Journal of Experimental Psychology: Human Perception and Performance, 36, 500-507. doi:10.1037/a0018169

[14]   Shipman, K., & Zeman, J. (2001). Socialization of children’s emotion regulation in mother-child dyads: A developmental psychopathology perspective. Developmental psychology and Psychopathology, 13, 317-336.

[15]   Underwood, M. K., Coie, J. D., & Herbsman, C. R. (1992). Display rules for anger and aggression in school-age children. Child Development, 63, 366-380. doi:10.2307/1131485

[16]   Wang, Y. F., & Su, Y. J. (2008). The developmental characteristics of 5 - 8-year-olds’ faux pas detection and understanding. Psychological Science, 31, 324-327.

[17]   Zeman, J. & Garber, J. (1996). Display rules for anger, sadness, and pain: It depends on who is watching. Child Development, 67, 957-973. doi:10.2307/1131873

 
 
Top