Emotion, self-regulation, and social behavior in cultural contexts

Abstract

T he question of how a eultural perspeetive informs the devclopment of children's self-regulation and soeial development remains somewhat negleeted.In this chapter, we address this topie, emphasizing eultural influenees on the soeialization of emotion as they bear on the development of ehildren's self-regulation and therefore soeial behavior.We share the view that individual differenees in emotion regulation and soeial behavior are best explained by a developmental psyehologieal perspeetive that integrates cultural eontext into its aeeount.We also emphasize early ehildhood as an important period during whieh to study this integrative perspeetive.Ta be sueeessful in sehool and in life, children must learn to engage in soeial behavior that eonforms to soeial standards, whieh requires balaneing their agentie and relationship motivations.This balance is achieved through skill at self-regulation, particularly its emotional aspeets, whieh helps ehildren engage in prosoeial behavior even when agentie and relationship goals eonfliet.The behavioral standards to whieh ehildren must eonform are often eulturally specific.We emphasize the importanee of early earegiving as a means of transmitting cultural valllcs through socialization practices, anel we address caregivers' naive theories anel socialization goals that may organize their practices as they strive to foster children's social competence.Our ehapter has foUl' seetions.In the first seetion, we discuss the role of emotion and emotion regulation in soeial development.Seeond, we deal First publ.

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