Yeo GeckHong, Tong Eddie M W
Department of Educational Psychology, University of Wisconsin-Madison.
Department of Psychology, Social Service Research Center, National University of Singapore.
Dev Psychol. 2024 Oct;60(10):1935-1947. doi: 10.1037/dev0001781. Epub 2024 Jul 8.
The college transition is a time of great emotional lability, and sharing emotional experiences with parents can be beneficial for first-year students. Guided by the social sharing of emotions framework and the cultural theory on self-construal, this study investigated the developmental course of freshmen's emotional disclosure with parents during the first semester and the mediating role of independence-orientation in two Asian contexts-Beijing (China) and Singapore. Using experience sampling method (online diary), 205 Chinese freshmen ( = 19.43) and 291 Singapore freshmen ( = 19.44) reported on four facets of emotional disclosure with parents (frequency, intimacy, negativity, and positivity) across four timepoints and their independence-interdependence orientation (Time 1). Latent growth curve modeling comparing the two Asian samples revealed that frequency increased for Chinese students and decreased for Singapore students. Intimacy indicated upward trajectories for both Asian samples, whereas negativity and positivity showed downward trajectories but were less pronounced for Chinese students. Mediated latent growth curve modeling revealed that the cultures predicted independence-orientation, which in turn negatively predicted increase in frequency for the Singapore sample and positively predicted decrease for the Chinese sample. Independence-orientation negatively predicted increase in intimacy, positively predicted decline in negativity, and negatively predicted decline in positivity. In sum, we found complex and differentiated trajectories for the four facets of emotional disclosure in two Asian samples and the mediating role of independence-orientation in explaining cultural differences in the trajectories, which have implications for understanding emotional disclosure to parents during the developmental phase of the college transition in Asian contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
大学过渡阶段是情绪极易波动的时期，与父母分享情感经历对大一新生有益。本研究以情绪社会分享框架和自我建构文化理论为指导，调查了北京（中国）和新加坡这两个亚洲背景下大一新生在第一学期与父母进行情绪表露的发展过程以及独立取向的中介作用。采用经验取样法（在线日记），205名中国大一新生（平均年龄 = 19.43岁）和291名新加坡大一新生（平均年龄 = 19.44岁）在四个时间点报告了与父母情绪表露的四个方面（频率、亲密程度、消极性和积极性）以及他们的独立 - 相互依赖取向（时间1）。比较两个亚洲样本的潜在增长曲线模型显示，中国学生的频率增加，而新加坡学生的频率下降。亲密程度在两个亚洲样本中均呈上升趋势，而消极性和积极性呈下降趋势，但中国学生的下降趋势不太明显。中介潜在增长曲线模型显示，文化预测了独立取向，而独立取向反过来又对新加坡样本频率的增加产生负向预测，对中国样本频率的下降产生正向预测。独立取向对亲密程度的增加产生负向预测，对消极性的下降产生正向预测，对积极性的下降产生负向预测。总之，我们发现两个亚洲样本在情绪表露的四个方面存在复杂且有差异的轨迹，以及独立取向在解释轨迹文化差异方面的中介作用，这对于理解亚洲背景下大学过渡发展阶段与父母的情绪表露具有启示意义。（PsycInfo数据库记录（c）2024美国心理学会，保留所有权利）
