Developmental Psychology, Utrecht University, Utrecht, Netherlands.
Child, Family, and Education Studies, Utrecht University, Utrecht, Netherlands.
J Genet Psychol. 2021 Mar-May;182(3):129-148. doi: 10.1080/00221325.2021.1891857. Epub 2021 Mar 11.
This cross-cultural study compared the prosocial behaviors of 101 Dutch, 37 urban Indian and 91 urban Chinese preschoolers, investigated (potential) cultural differences on their mothers' values and goals, and examined how mothers' values and goals relate to preschoolers' prosocial behaviors. Preschoolers' prosocial behaviors were observed in three standardized, behavioral assessments. Mothers reported on their own values and socialization goals for their children. Results showed no cultural difference in prosocial behaviors. However, Indian and Chinese mothers rated self-enhancement values as more important than Dutch mothers, and Indian mothers rated self-transcendence values and relational goals as more important than the Chinese and Dutch mothers. No difference was found on autonomous goals. These findings suggest that current cultural differences on parental socialization processes are beyond the individualistic-collectivistic dichotomy often used to classify cultures and are more reflective of the independence of these two dimensions. Mothers in urban Indian and urban Chinese societies can be categorized into an autonomous-relatedness cultural model. Additionally, there might be an ongoing shift toward an independence model in the urban, Chinese societies. Furthermore, culture moderated the association between autonomous goals and observed prosocial behaviors, with this association being significant within the Dutch sample only. No other associations between values or goals and children's prosocial behavior were found. Overall, these findings support the ecocultural model of children's prosocial development, and further suggest that young preschoolers from different cultures are more alike than different in prosocial behaviors.
这项跨文化研究比较了 101 名荷兰、37 名印度城市和 91 名中国城市学龄前儿童的亲社会行为，调查了（潜在的）母亲价值观和目标方面的文化差异，并考察了母亲的价值观和目标如何与学龄前儿童的亲社会行为相关。在三项标准化行为评估中观察了学龄前儿童的亲社会行为。母亲报告了自己对孩子的价值观和社会化目标。结果显示，亲社会行为没有文化差异。然而，印度和中国母亲认为自我提升价值观比荷兰母亲更重要，印度母亲认为自我超越价值观和关系目标比中国和荷兰母亲更重要。自主目标没有差异。这些发现表明，当前父母社会化过程中的文化差异超出了通常用于对文化进行分类的个人主义-集体主义二分法，更多地反映了这两个维度的独立性。印度和中国城市社会的母亲可以归入自主相关文化模式。此外，中国城市的独立模式可能正在发生转变。此外，文化调节了自主目标与观察到的亲社会行为之间的关联，这种关联仅在荷兰样本中具有显著性。在价值观或目标与儿童亲社会行为之间没有发现其他关联。总体而言，这些发现支持了儿童亲社会发展的生态文化模型，并进一步表明，来自不同文化的年幼学龄前儿童在亲社会行为方面比不同文化的儿童更相似。
