Browsing by Author "Watanabe, Naomi"
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Item Forgiveness in Japanese Children and Adolescents: Dispositional, Emotional, and Parental Influence(2011-05-09) Watanabe, Naomi; Watanabe, Naomi; Denham, Susanne A.Peer relationships play a very important role in children’s social and emotional development. Like adults, children face interpersonal conflicts in daily life, and forgiveness is a critical skill for them to repair and maintain friendships. Although forgiveness in children has been receiving increasing attention in recent years, little is known about children’s forgiveness in Japanese culture. The present study investigated dispositional, emotional, and parental influence on Japanese children and adolescents’ forgiveness. The participants were 86 Japanese children and adolescents (4th- to 8th-grade) and their parents living in Japan and the United States. The results showed that there was no gender difference in their likelihood to forgive and no association between perceived positive parenting style and their tendency to forgive. However, a negative relation between anger and forgiveness and a positive association between empathy and forgiveness were found. Contrary to the hypothesis, the results indicated that Japanese children and adolescents living in the U.S. had a higher likelihood to forgive than those who live in Japan. Implications for cultural differences in children and adolescents’ forgiveness and suggestions for future research are discussed.Item Parental Socialization of Emotion in Japan: Contribution to Preschoolers’ Emotion Knowledge(2015) Watanabe, Naomi; Watanabe, Naomi; Denham, Susanne A.A large body of literature shows that emotional knowledge has numerous benefits for preschoolers’ social-emotional functioning. As a key influential factor, parental socialization of emotion has been receiving increased attention in last decades. However, much research has been conducted in Western cultures; many researchers call for the need of further research in various cultures, especially non-Western cultures. The purpose of the present study was to investigate parental emotion teaching practice in parent-child interactions and the relation between parental emotion teaching and preschoolers’ emotion knowledge in Japan. Fifty-one 3- and 4-year-old Japanese preschoolers’ emotion knowledge was assessed and mother-child interactions in book reading and reminiscence of emotional experience were videotaped in a semi-structured laboratory setting. Maternal utterances were transcribed and maternal use of emotion words and emotion teaching techniques were coded. The results showed that maternal emotion teaching techniques, specifically questioning, clarifying, and reference to child’s feelings, predicted preschoolers’ emotion knowledge. Also, moderation effects of preschoolers’ age and gender on the relation were found. Implications of findings in relation to cultural context are discussed.