Culture, social class, and independence–interdependence: The case of Chinese adolescents

Abstract

Social class demarcates sociocultural environments differing in the relative abundance and scarcity of resources, which in turn differentially afford independent and interdependent psychological processes. The relationships between social class and psychological processes are well documented in Western populations but less so elsewhere. Examining such a relationship is particularly important in China, with its unique historical and sociocultural issues surrounding social class. This research examined the relationship between social class and independence-interdependence among Chinese adolescents (N = 1184). Findings were consistent across a diverse array of psychological processes implicated by independence-interdependence: Participants with well-educated parents experienced more socially disengaging emotions and a higher level of self-esteem, and were more inclined toward dispositional attribution and focused attention, compared to participants with less well-educated parents. These findings highlight the cross-cultural commonality in the relationship between social class and independence-interdependence.

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