Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-20T06:20:01.872Z Has data issue: false hasContentIssue false

8 - Emotion, Emotion-Related Regulation, and Social Functioning

from Part II - Temperamental and Emotional Influences on Peer Relationships

Published online by Cambridge University Press:  08 August 2009

By
Nancy Eisenberg ,
Qing Zhou ,
Jeffrey Liew ,
Claire Champion  and
Sri Untari Pidada
Edited by
Xinyin Chen ,
Doran C. French  and
Barry H. Schneider
Nancy Eisenberg
Affiliation:
Arizona State University Tempe, Arizona, USA
Qing Zhou
Affiliation:
Arizona State University Tempe, Arizona, USA
Jeffrey Liew
Affiliation:
Arizona State University Tempe, Arizona, USA
Claire Champion
Affiliation:
Arizona State University Tempe, Arizona, USA
Sri Untari Pidada
Affiliation:
Padjadjaran University Bandung, Indonesia
Xinyin Chen
Affiliation:
University of Western Ontario
Doran C. French
Affiliation:
Illinois Wesleyan University
Barry H. Schneider
Affiliation:
University of Ottawa
Get access

Summary

It is a well-established finding that children who are popular with peers tend to be prosocial and relatively appropriate in their social interactions (Rubin, Bukowski, & Parker, 1998). Thus, it is reasonable to predict that children who are liked by peers tend to be fairly well regulated. However, children who are overcontrolled – rigid and overly constrained in their behavior – may not be especially attractive to peers. In addition, the degree to which children regulate versus express their emotions may have a different significance in different cultures and, consequently, be differentially related to developmental outcomes.

In this chapter, we review conceptions of regulation/control relevant to managing emotion and its expression, discuss possible reasons for similarities and differences in the relations of emotionality and regulation to quality of children's social functioning, and summarize research from studies in three cultures outside of North America.

Emotion-Related Regulation/Control: Conceptual Distinctions

There is considerable debate regarding the definition of emotion regulation (Campos, Frankel, & Camras, 2004; Cole, Martin, & Dennis, 2004). In an attempt to include the many aspects of such regulation, Eisenberg and Spinrad (2004) defined emotion-related self-regulation as the process of influencing (i.e., initiating, avoiding, inhibiting, maintaining, or modulating) the occurrence, form, intensity, or duration of internal feeling states, emotion-related physiological and attentional processes, motivational states, and/or the behavioral concomitants of emotion in the service of accomplishing affect-related biological or social adaptation or achieving individual goals.

Type
Chapter
Information
Peer Relationships in Cultural Context , pp. 170 - 198
Publisher: Cambridge University Press
Print publication year: 2006

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ahadi, S. A., Rothart, M. K., & Ye, R. (1993). Children's temperament in the US and China: Similarities and differences. European Journal of Personality, 7, 359–377.CrossRefGoogle Scholar
Belsky, J., Friedman, S. L., & Hsieh, K. H. (2001). Testing a core emotion-regulation prediction: Does early attentional persistence moderate the effect of infant negative emotionality on later development?Child Development, 72(1), 123–133.CrossRefGoogle ScholarPubMed
Bornstein, M., Haynes, M., Azuma, H., Galperin, C., Maital, S., Ogino, M.. (1998). A cross-national study of self-evaluations and attributions in parenting: Argentina, Belgium, France, Israel, Italy, Japan, and the United States. Developmental Psychology, 34, 662–676.CrossRefGoogle ScholarPubMed
Boyum, L. A., & Parke, R. D. (1995). The role of family emotional expressiveness in the development of children's social competence. Journal of Marriage and the Family, 57, 593–608.CrossRefGoogle Scholar
Briggs, J. L. (1998). Inuit morality play: The emotional education of a three-year-old. New Haven, CT: Yale University Press.Google Scholar
Cacioppo, J. T., Gardner, W. L., & Berntson, G. G. (1999). The affect system has parallel and integrative processing components: Form follows function. Journal of Personality and Social Psychology, 76, 839–855.CrossRefGoogle Scholar
Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75(2), 377–394.CrossRefGoogle ScholarPubMed
Camras, L., Oster, H., Campos, J., Campos, R., Uj, T. iie, Miyake, K. et al. (1998). Production of emotional facial expressions in American, Japanese, and Chinese infants. Developmental Psychology, 34, 616–628.CrossRefGoogle ScholarPubMed
Champion, C. (2003. The role of socialization, control, and resiliency in French adolescents' social functioning. Unpublished Master's thesis, Arizona State University.
Chang, L. (2003). Variable effects of children's aggression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74, 535–548.CrossRefGoogle ScholarPubMed
Chang, L., Schwartz, D., Dodge, K. A., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17, 598–606.CrossRefGoogle ScholarPubMed
Cheah, C. S. L., & Rubin, K. H. (2004). European American and mainland Chinese mothers' responses to aggression and social withdrawal in preschoolers. International Journal of Behavioral Development, 28, 83–94.CrossRefGoogle Scholar
Chen, X., Cen, G., Li, D., & He, Y. (2005). Social functioning and adjustment in Chinese children: The imprint of historical time. Child Development, 76, 182–195.CrossRefGoogle ScholarPubMed
Chen, X., Hastings, P. D., Rubin, K. H., Chen, H., Cen, G., & Stewart, S. L. (1998). Child-rearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: A cross-cultural study. Developmental Psychology, 34, 677–686.CrossRefGoogle ScholarPubMed
Chen, X., Rubin, K. H., & Li, Z. (1995). Social functioning and adjustment in Chinese children: A longitudinal study. Developmental Psychology, 31, 531–539.CrossRefGoogle Scholar
Chen, X., Rubin, K. H., & Sun, Y. (1992). Social reputation and peer relationships in Chinese and Canadian children: A cross-cultural study. Child Development, 63, 1336–1343.CrossRefGoogle Scholar
Claes, M., Lacourse, E., Bouchard, C., & Luckow, D. (2001). Adolescents' relationships with members of the extended family and non-related adults in four countries: Canada, France, Belgium and Italy. International Journal of Adolescence and Youth, 9, 207–225.CrossRefGoogle Scholar
Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behavior and social status. In Asher, S. R. & Coie, J. D. (Eds.), Peer rejection in childhood (pp. 17–59). Cambridge, England: Cambridge University Press.Google Scholar
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 317–333.CrossRefGoogle ScholarPubMed
Cole, P. M., & Tamang, B. L. (1998). Nepali children's ideas about emotional displays in hypothetical challenges. Developmental Psychology, 34, 640–646.CrossRefGoogle ScholarPubMed
D'Costa, R. (1985). Family and generations in sociology: A review of recent research in France. Journal of Comparative Family Studies, 16, 319–327.Google Scholar
Derryberry, D., & Rothbart, M. K. (1997). Reactive and effortful processes in the organization of temperament. Development and Psychopathology, 9, 633–652.CrossRefGoogle ScholarPubMed
Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9, 241–273.CrossRefGoogle ScholarPubMed
Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78, 136–157.CrossRefGoogle ScholarPubMed
Eisenberg, N., Fabes, R. A., & Murphy, B. (1995). Relations of shyness and low sociability to regulation and emotionality. Journal of Personality and Social Psychology, 68, 505–517.CrossRefGoogle ScholarPubMed
Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Jones, J., & Guthrie, I. K. (1998). Contemporaneous and longitudinal prediction of children's sympathy from dispositional regulation and emotionality. Developmental Psychology, 34, 910–924.CrossRefGoogle ScholarPubMed
Eisenberg, N., Gershoff, E. T., Fabes, R. A., Shepard, S. A., Cumberland, A. J., Lososya, S. H.. (2001). Mothers' emotional expressivity and children's behavior problems and social competence: Mediation through children's regulation. Developmental Psychology, 37, 475–490.CrossRefGoogle ScholarPubMed
Eisenberg, N., Guthrie, I. K., Fabes, R. A., Reiser, M., Murphy, B. C., Holgren, R.. (1997). The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. Child Development, 68, 295–311.CrossRefGoogle ScholarPubMed
Eisenberg, N., Liew, J., & Pidada, S. U. (2001). The relations of parental emotional expressivity with quality of Indonesian children's social functioning. Emotion, 1, 116–136.CrossRefGoogle ScholarPubMed
Eisenberg, N., Valiente, C., Morris, A. S., Fabes, R. A., Cumberland, A., Reiser, M., Gershoff, E. T., Shepard, S. A., & Losoya, S. (2003). Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning. Developmental Psychology, 39, 2–19.CrossRefGoogle ScholarPubMed
Eisenberg, N., Liew, J., & Pidada, S. U. (2004). The longitudinal relations of regulation and emotionality to quality of Indonesian children's socioemotional functioning. Developmental Psychology, 40, 805–812.CrossRefGoogle ScholarPubMed
Eisenberg, N., Losoya, S., & Spinrad, T. L. (2003). Affect and prosocial responding. In Davidson, R. J., Scherer, K., & Goldsmith, H. H. (Eds.), Handbook of affective science (pp. 787–803). Oxford, England: Oxford University Press.Google Scholar
Eisenberg, N., & Morris, A. S. (2002). Children's emotion-related regulation. In Kail, R. (Ed.), Advances in child development and behavior (Vol. 30; pp. 190–229). Amsterdam:Academic Press.Google Scholar
Eisenberg, N., Pidada, S., & Liew, J. (2001). The relations of regulation and negative emotionality to Indonesian children's social functioning. Child Development, 72, 1747–1763.CrossRefGoogle ScholarPubMed
Eisenberg, N., & Spinrad, T. L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75, 334–339.CrossRefGoogle ScholarPubMed
Eisenberg, N., Spinrad, T. L., & Cumberland, A. (1998). Socialization of emotion: Reply to reviewers. Psychological Inquiry, 9, 317–333.CrossRefGoogle Scholar
Eisenberg, N., Spinrad, T. L., Fabes, R. A., Reiser, M., Cumberland, A., Shepard, S. A.. (2004). The relations of effortful control and impulsivity to children's resiliency and adjustment. Child Development, 75, 25–46.CrossRefGoogle Scholar
Geertz, C. (1976). The religion of Java. Chicago: University of Chicago Press.Google Scholar
Greenberger, E., Chen, C., Tally, S. R., & Dong, Q. (2000). Family, peer, and individual correlates of depressive symptomatology among U.S. and Chinese adolescents. Journal of Consulting and Clinical Psychology, 2, 209–219.CrossRefGoogle Scholar
Greenfield, P. M., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways through universal development. Development. Annual Review of Psychology, 54, 461–490.CrossRefGoogle Scholar
Halberstadt, A. G., Cassidy, J., Stifter, C. A., Parke, R. D., & Fox, N. A. (1995). Self-expressiveness within the family context: Psychometric support for a new measure. Psychological Assessment, 7, 93–103.CrossRefGoogle Scholar
Halberstadt, A. G., Crisp, V. W., & Eaton, K. L. (1999). Family expressiveness: A retrospective and new directions for research. In Philippot, P., Feldman, R. S., & Coats, E. (Eds.), The social context of nonverbal behavior (pp. 109–155). New York: Cambridge University Press.Google Scholar
Hart, C. H., Yang, C., Nelson, L. J., Robinson, C. C., Olsen, J. A., Nelson, D. A.. (2000). Peer acceptance in early childhood and subtypes of socially withdrawn behavior in China, Russia, and the United States. International Journal of Behavioral Development, 24, 73–81.CrossRefGoogle Scholar
Harter, S. (1979). Perceived competence scale for children: Manual. Denver: University of Denver, Colorado.Google Scholar
Heider, K. G. (1991). Landscapes of emotion. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Hofstede, G. (1991). Cultures and organizations: Software of the mind. London: McGraw-Hill.Google Scholar
Kang, S., Shaver, P. R., Sue, S., Min, K., & Jing, H. (2003). Culture-specific patterns in the prediction of life satisfaction: Roles of emotion, relationship quality, and self-esteem. Personality and Social Psychology Bulletin, 29, 1596–1608.CrossRefGoogle ScholarPubMed
Kleinman, A. (1980). Patients and healers in the context of culture. Berkeley: University of California Press.Google Scholar
Lillard, A. (1998). Ethnopsychologies: Cultural variations in theories of mind. Psychological Bulletin, 123, 3–32.CrossRefGoogle Scholar
Lochman, J. E., & Conduct Problems Prevention Research Group. (1995). Screening of child behavior problems for prevention programs at school entry. Journal of Consulting and Clinical Psychology, 63, 549–559.CrossRefGoogle ScholarPubMed
Lutz, C. (1985). Ethnopsychology compared to what? Explaining behavior and consciousness among the Ifaluk. In White, G. & Kirkpatrick, J. (Eds.), Person, self, and experience (pp. 35–79). Berkeley: University of California Press.Google Scholar
Magnis-Suseno, F. (1997). Javanese ethics and world-view: The Javanese idea of the good life. Jakarta: Penerbit PT Gramedia Pustake utama.Google Scholar
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 48, 224–253.CrossRefGoogle Scholar
Masten, A., Morison, P., & Pelligrini, D. (1985). A revised class play method of peer assessment. Child Development, 21, 523–533.Google Scholar
Matsumoto, D. (1993). Ethnic differences in affect intensity, emotional judgments, display rule attitudes, and self-reported emotional expression in an American sample. Motivation and Emotion, 17, 107–123.CrossRefGoogle Scholar
Menon, U., & Shweder, R. A. (1994). Kali's tongue: Cultural psychology and the power of shame in Orissa, India. In Kitayama, S. & Markus, H. (Eds.), Emotion and culture (pp. 241–282). Washington, DC: American Psychological Association.Google Scholar
Mesquita, B., & Frijda, N. H. (1992). Cultural variations in emotions: A review. Psychological Bulletin, 112, 179–204.CrossRefGoogle ScholarPubMed
Miller, P., & Sperry, L. L. (1987). The socialization of anger and aggression. Merrill-Palmer Quarterly, 33, 1–31.Google Scholar
Mirsky, A. F. (1996). Disorders of attention: A neuropsychological perspective. In Lyon, G. R. & Krasnegor, N. A. (Eds.), Attention, memory, and executive function (pp. 71–93). Baltimore: Brookes.Google Scholar
Mulder, N. (1989). Individual and society in Java: A cultural analysis. Yogualarta, Indonesia: Gadjah Mada University Press.Google Scholar
Niedenthal, P. M., Auxiette, C., Nugier, A., Dalle, N., Bonim, P., & Fayol, M. (2004). A prototype analysis of the French category “émotion.”Cognition and Emotion, 18, 289–312.CrossRefGoogle Scholar
Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3–72.CrossRefGoogle ScholarPubMed
Parker, G., Gladstone, G., & Chee, K. T. (2001). Depression in the planet's largest ethnic group: The Chinese. American Journal of Psychiatry, 158, 857–864.CrossRefGoogle ScholarPubMed
Pickering, A. D., & Gray, J. A. (1999). The neuroscience of personality. In Pervin, L. & John, O. (Eds.), Handbook of personality (pp. 277–299). San Francisco: Guilford.Google Scholar
Posner, M. I., & DiGirolamo, G. J. (2000). Cognitive neuroscience: Origins and promise. Psychological Bulletin, 126, 873–889.CrossRefGoogle ScholarPubMed
Posner, M. I., & Rothbart, M. K. (1998). Attention, self-regulation, and consciousness. Transactions of the Philosophical Society of London, B, 1915–1927.CrossRefGoogle Scholar
Potter, S. H. (1988). The cultural construction of emotion in rural Chinese social life. Ethos, 16(2), 181–208.CrossRefGoogle Scholar
Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child Development, 72, 1394–1408.CrossRefGoogle ScholarPubMed
Rothbart, M. K., & Bates, J. E. (1998). Temperament. In Damon, W. (Series Ed.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 105–176). New York: Wiley.Google Scholar
Rothbart, M. K., & Bates, J. E. (in press). Temperament. In Lerner, W. Damon & R. M. (Series Ed.) and Eisenberg, N. (Vol. Ed.), Handbook of Child Psychology, Vol. 3. Social, emotional, and personality development (6th ed). New York: Wiley.Google Scholar
Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In Damon, W. (Series Ed.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 619–700). New York: Wiley.Google Scholar
Schwartz, D., Chang, L., & Farver, J. M. (2001). Correlates of victimization in Chinese children's peer groups. Developmental Psychology, 37, 520–532.CrossRefGoogle ScholarPubMed
Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A.. (2004). The relations of temperamentally based control processes to children's social competence: A longitudinal study. Manuscript submitted for publication.Google Scholar
Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723–729.CrossRefGoogle Scholar
Stewart, S. M., Kennard, B. D., Lee, P. W. H., Hughes, C. W., Mayes, T. L., Emslie, G. J.. (2004). A cross-cultural investigation of cognitions and depressive symptoms in adolescents. Journal of Abnormal Psychology, 113, 248–257.CrossRefGoogle ScholarPubMed
Stifter, C. A., Spinrad, T. L., & Braungart-Rieker, J. M. (1999). Toward a developmental model of child compliance: The role of emotion regulation in infancy. Child Development, 70, 21–32.CrossRefGoogle Scholar
Suizzo, M. (2002). French parents' cultural models and childrearing beliefs. International Journal of Behavioral Development, 26, 297–307.CrossRefGoogle Scholar
Tsai, J. L. (2004, May). Affect valuation: Theory, measurement, and cultural variation. Paper presented at the American Psychological Society, Chicago.
Goozen, S., & Frijda, N. H. (1993). Emotion words used in six European countries. European Journal of Social Psychology, 23, 89–95.CrossRefGoogle Scholar
Wang, Q. (2003). Emotion situation knowledge in American and Chinese preschool children and adults. Cognition and Emotion, 17, 725–746.CrossRefGoogle Scholar
Wang, Q. (2004). The emergence of cultural self-constructs: Autobiographical memory and self-description in European American and Chinese children. Developmental Psychology, 40, 3–15.CrossRefGoogle ScholarPubMed
Wellenkamp, J. C. (1995). Everyday conceptions of distress: A case study from Toraja, Indonesia. In Russell, J. A., Fernandez-Dois, J. M., Manstead, A. S. R., & Wellenkamp, J. C. (Eds.), Everyday conceptions of emotion: An introduction to the psychology, anthropology, and linguistics of emotion. NATO ASI Seies D: Behavioural and social sciences (Vol. 81, pp. 267–280). Dordrecht, the Netherlands: Kluwer Academic Press.CrossRefGoogle Scholar
Wilkan, U. (1989). Managing the heart to brighten face and soul: Emotions in Balinese morality and health care. American Ethologists, 16, 294–312.CrossRefGoogle Scholar
Wu, P., Robinson, C. C., Yang, C., Hart, C. H., Olsen, S. F., Porter, C. L.. (2002). Similarities and differences in mothers' parenting of preschoolers in China and the United States. International Journal of Behavioral Development, 26, 481–491.CrossRefGoogle Scholar
Zahn-Waxler, C., Friedman, R. J., Cole, P. M., Mizuta, I., & Hiruma, N. (1996). Japanese and United States preschool children's responses to conflict and distress. Child Development, 67, 2462–2477.CrossRefGoogle ScholarPubMed
Zhou, Q., Eisenberg, N., Wang, Y., & Reiser, M. (2004). Chinese children's effortful control and dispositional anger/frustration: Relations to parenting styles and children's social functioning. Developmental Psychology, 40, 352–366.CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×