Data_Sheet_2_Chinese American Immigrant Parents' Socialization of Emotions in Bilingual Bicultural Preschool Children.DOC

The purpose of this study was to examine Cantonese-speaking Chinese American immigrant parents' socialization of emotions in bilingual bicultural preschool children, using a combination of a parent questionnaire and parent language samples from emotion-elicited storytelling tasks. Sixteen Cantonese-speaking parents and their children participated in this study. Children were sequential bilinguals who were exposed to Cantonese (L1) at home since birth, and then learned English (L2) at school. The Chinese parent questionnaire examined parents' emotion talk in the home, as well as the child's dual language background and language distribution. Parents' language samples in Cantonese were collected from three parent-child storytelling tasks that each elicited a different type of negative emotion (sad, angry, scared). Results from the parent questionnaire and the parent language samples were analyzed using quantitative and qualitative methods. In the parent questionnaire, correlation analysis revealed that parents' use of guilt emotions was not associated with any of the other emotion words, suggesting that parents may not talk about guilt as frequently as the other emotions. Results from the parents' language samples showed no significant differences between parents' number of emotion words and emotion explanations across the storytelling tasks, suggesting that parents used negative emotion words similarly across all three books. Further qualitative analysis between the parent questionnaire and the language samples revealed patterns in the way parents use Chinese emotion words with their children. Findings illustrate how the combined use of a parent questionnaire and parent language samples offer complementary information to provide a more comprehensive understanding about Chinese American immigrant parents' socialization of emotions.

本研究旨在结合家长问卷与情绪诱发故事讲述任务中的家长语言样本，探讨以粤语为母语的美国华人移民父母对双语双文化学龄前儿童的情绪社会化模式。本研究共招募16名粤语母语的家长及其子女参与。儿童均为顺序型双语者：自出生起在家中接触粤语（第一语言，L1），随后在学校习得英语（第二语言，L2）。本研究采用的华人家长问卷，内容涵盖家长在家中的情绪话语、儿童的双语言背景与语言使用分布情况。研究通过三项分别诱发不同类型负面情绪（悲伤、愤怒、恐惧）的亲子故事讲述任务，收集了家长的粤语语言样本。本研究采用定量与定性相结合的分析方法，对家长问卷与家长语言样本的相关数据开展分析。家长问卷的相关分析结果显示，家长对愧疚情绪词汇的使用与其余情绪词汇均无显著关联，提示家长对愧疚话题的提及频率或低于其他情绪类型。家长语言样本的分析结果显示，在三项故事讲述任务中，家长使用的情绪词汇数量与情绪解释次数均无显著差异，提示家长在三本故事书的讲述过程中，负面情绪词汇的使用模式保持一致。进一步对家长问卷与语言样本开展交叉定性分析，揭示了家长与儿童使用汉语情绪词汇的具体模式。本研究结果证实，结合家长问卷与家长语言样本的研究范式可提供互补性信息，从而更全面地了解美国华人移民父母的情绪社会化实践。