Abstract
To explore the influential factors of emotional display rules in Chinese adolescents, 119 participants (male 66, female 53) were selected from a junior high school in Beijing. Ten life events associated with emotional display rules were used to comprehensively examine the effects of emotional type (positive/ negative), interactive partners (parents/peers), other-involved/self-involved and gender. Results indicated that in the positive contexts, adolescents applied more EDR in front of peers than parents, while in the negative contexts their performances were similar in front of the two kinds of interactive partners. All the participants used more EDR in negative contexts than positive contexts. Compared with other-involved situations, they applied more EDR in self-involved situations. Girls used more EDR than boys.
Highlights
The expression of emotion is likely to vary depending on social expectation in specific social environment, which is called “emotional display rules (EDR)” proposed firstly by Ekman and Friesen (See Hou & Yu, 2006)
The application of EDR started from preschool age and rapidly developed during primary school age
Simple effect analysis was done to explain the significant interactions among emotion types, interactive partners and selfinvolved or other-involved situations
Summary
The expression of emotion is likely to vary depending on social expectation in specific social environment, which is called “emotional display rules (EDR)” proposed firstly by Ekman and Friesen (See Hou & Yu, 2006). Underwood (1992) demonstrated that 10 year-olds performed better than 8 year-olds on regulating outer emotional expressions, but there were no differences between 10 year-olds and 13 year-olds These results suggested that individuals’ knowledge of EDR increased with age and stabilized in high grade of primary school. Many researchers found that girls’ ability to apply EDR was better than boys of the same age (Underwood, Coie, & Herbsman, 1992; Jones, Abbey, & Cumberl, 1998; Garrett-Peters & Fox, 2007). Most researchers focused on children’s application of EDR in negative emotional contexts (Saarni, 1984; Zeman & Garber, 1996; Garrett-Peters & Fox, 2007). The present research aimed at exploring comprehensively the effects of these factors: gender, emotion types (positive/negative), interactive partners (parents/peers) and self-involved or other-involved situations on adolescents’ EDR
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