| Project/Area Number |
13610166
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | Tokyo Woman's Christian University |
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Principal Investigator |
KARASAWA Mayumi Tokyo Woman's Christian University, Dept. of Communication, Associate Professor, 現代文化学部, 助教授 (60255940)
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| Co-Investigator(Kenkyū-buntansha) |
TOBIN Joseph Arizona State Univeristy, Dept. of Education, Professor, 教育学部, 教授
MESPUITA Batja Wake Forest University, Dept. of Psychology, Associate Professor, 心理学部, 准教授
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| Project Period (FY) |
2001 – 2003
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| Project Status |
Completed (Fiscal Year 2003)
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| Budget Amount *help |
¥3,400,000 (Direct Cost: ¥3,400,000)
Fiscal Year 2003: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2002: ¥1,300,000 (Direct Cost: ¥1,300,000)
Fiscal Year 2001: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Keywords | Emotion / Cultural self / Everyday experience / Emotional development / 感情認識 / 関係志向性 / 独立志向性 / 関係志向性・独立志向性 / 日米比較 |
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| Research Abstract |
The idea that culture affects an individual's emotions resonates with other research in cultural psychology that posits that culture isconstitutive of the mind. Emotions not only are part of relationships and interactions, but beyond that, are intertwined with and shaped by the specific meanings and practices of the very relationships, which they help to constitute. First, we reviewed available evidence for the model to show that whereas socially disengaging emotions such as pride and anger are strongly afforded and reinforced in North America, socially engaging emotions such as friendly feelings and shame are strongly afforded and reinforced in Japan. In support of the hypothesis, we examined with everyday experience of emotions for students and community sample and children in preschool as eveiyday experience situation. We found that emotions that are relevant to the respective forms of self are experienced both more frequently and more intensely than their less relevant counterparts. These effects occurred regardless of the pleasantness of the emotions. Furthermore. According to a dual process model of emotion regulation, a network of practices and public meanings of culture render the experience of certain emotions far more likely than the experience of certain other emotions. In preschool, Moreover, these practices and meanings reinforce culture specific emotions such as Omoiyari, more than certain others in Japanese preschool. These collective-level processes of emotion give rise to implications for cultural psychological research on emotion.
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