唐澤 真弓

Adults are biologically responsive to context, and their responses to particular situations may differ across cultures. However, are preschoolers’ biological systems also responsive to situational contexts and cultures? Here, we show that children’s neurobiological stress responses, as indexed by salivary cortisol, are activated and responsive to psychosocial stressors relevant to their sociocultural emphases. By examining cortisol changes across different contexts among 138 preschoolers living in the United States, China, and Japan, we found that an achievement-related stressor elicited an increased cortisol response among Chinese preschoolers, whereas interpersonal-related stressors elicited an increased cortisol response among Japanese preschoolers. By contrast, U.S. preschoolers showed decreased cortisol responses after these stressors but consistently higher levels of anticipatory responses to separation at the beginning of each session. Our findings suggest that children’s neurobiological stress systems may be a critical biological mechanism allowing societal-level cultural phenomena to be embodied in individual-level responses, even among preschoolers.

There are strong cultural norms for how emotions are expressed, yet little is known about cultural variations in preschoolers’ outward displays and regulation of disappointment. Chinese, Japanese, and American preschoolers’ (N = 150) displays of emotion to an undesired gift were coded across both social and nonsocial contexts in a “disappointing gift” paradigm. Generalized estimating equations revealed that, regardless of culture, when children received a disappointing gift, they showed more positive expressions of emotion (“fake smile”) in social contexts (in the presence of unfamiliar and familiar examiners) relative to when they were alone, suggesting that preschool-aged children are able to mask their disappointment with positive displays. However, children's emotion expressions varied across both cultures and contexts. American children were more positively and negatively expressive than Japanese children and were more negatively expressive than Chinese children. Chinese and Japanese preschoolers verbally reported more negative emotions but showed more neutral expressions than American preschoolers when receiving the disappointing gift. In addition, across different contexts of the task, there were subtle differences in how Chinese and Japanese children regulated their emotional expressions, with Chinese children showing similar levels of neutral expressions (e.g., “poker face”) across different contexts in the task. Thus, our findings highlight the importance of understanding cultural meanings and practices underlying emotion development during early childhood.

BACKGROUND: The aim of this study was to examine the internal consistency, structural validity, and convergent/known-group validity of the Japanese version of the 42-item Psychological Well-Being Scale (PWBS-42). METHODS: The PWBS-42 includes six 7-item subscales designed to measure the following dimensions of eudaimonic psychological well-being: 1) autonomy, 2) environmental mastery, 3) personal growth, 4) positive relations with others, 5) purpose in life, and 6) self-acceptance. A questionnaire was administered to 2102 community residents in Tokyo aged 30 or over as a part of the Midlife in Japan (MIDJA) survey, in 2008. The internal consistency reliability was tested using Cronbach's α. Structural validity was examined using exploratory factor analysis (EFA). Convergent validity was evaluated by calculating correlations of the Japanese PWBS-42 subscales with life satisfaction, negative affect, negative adjectives, positive affect, positive adjectives, self-esteem, and perceived stress scales. RESULTS: Data from 1027 respondents (505 males and 522 females) were analyzed (valid response rate = 56.2%). Cronbach's α values ranged from 0.70 to 0.78 for five of the subscales, while that for purpose in life was lower (0.57). EFA yielded a five-factor structure: The first two factors consisted of negative and positive items mostly from the environmental mastery, purpose in life, and self-acceptance subscales. The third, fourth, and fifth factors consisted mostly of items from the positive relations with others, autonomy, and personal growth subscales, respectively. As hypothesized, the scores for life satisfaction, negative and positive affect/adjectives, self-esteem and perceived stress were significantly correlated with all subscales of the Japanese PWBS-42. CONCLUSION: The subscales of the Japanese version of the PWBS-42 showed accep. levels of reliability and support for convergent validity in the Japanese population. The factor structure was slightly different from the theoretical 6-factor model: items of three subscales (environmental mastery, purpose in life, and self-acceptance) loaded together on two factors. This finding may be interpreted in light of the interdependent self construal found in Japan in which these three components could be closely linked.