Nepali children's ideas about emotional displays in hypothetical challenges.

Abstract

Although culture plays an important role in specifying socially prescribed ways to communicate and act in emotional situations, few cultures have been studied. This study describes the ideas of 50 first-grade boys and girls (aged 6-9 years) from 2 different Nepali cultures (Tamang and Chhetri-Brahmin) regarding how they would feel and act in 6 emotionally challenging situations (e.g., peer conflict, family conflict). Significant cultural differences were found. Chhetri-Brahmin children were more likely than Tamang children to endorse negative emotions and to report masking negative emotion. These differences appeared to be related to socialization processes in the respective cultures. Chhetri-Brahmin mothers reported teaching their children about emotion, whereas Tamang mothers reported that children learned by themselves. The children's responses may reflect ideas about emotion regulation that emerge from the differing socioreligious contexts in which they live.

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