S This study examined the extent that motivational processes facilitate the comprehension of texts and the extent of culture's role in children's motivational processes of text comprehension. Relationships between intrinsic and extrinsic motivation, the amount of reading, past reading achievement, and text comprehension were examined by utilizing structural equation modeling. Fourth‐grade students (187 U.S. and 197 Chinese) were administered a reading test and two questionnaires regarding reading motivation and reading amount. A final model fit the data well, showing that intrinsic motivation predicted text comprehension for both student groups after controlling for all other variables. Extrinsic motivation negatively predicted text comprehension except when associated with intrinsic motivation. Reading amount did not predict text comprehension after controlling for motivational variables. The structural relationships were statistically equivalent across the U.S. and Chinese groups. Cultural influences on reading motivation, reading amount, and comprehension were discussed.

Past studies have pointed to the dysfunctional nature of rumination in adults. However, past research has not examined ethnic variations. Accordingly, this study examined ethnic differences in rumination in 184 Asian American and 238 European American college students. Consistent with expectations, Asian Americans were found to ruminate more than European Americans. However, rumination was found to have a weaker association with measures of adjustment (viz., affectivity, depressive symptoms, anxious symptoms, and life satisfaction) in Asian Americans compared with European Americans. As a result of conducting regression analyses to determine whether rumination was a unique predictor of functioning beyond affectivity, we found rumination to be a more distinct and useful predictor of functioning for Asian Americans than for European Americans. Overall, compared with findings for European Americans, our findings indicate that important ethnic differences need to be considered in studying rumination in Asian Americans.

Objective We evaluated potential explanations for advantaged mental health status among immigrant Asian American women compared to U.S. born Asian American women. Method In a nationally representative sample of 1030 women (185 U.S. born, 368 early-life immigrants [arrived before age 25], 477 late-life immigrants), we examined the hypothesis that increased exposure to social risk factors mediate nativity-based differences in lifetime prevalence of depression and anxiety disorders. Indicators of social class were also examined as protective factors enjoyed by U.S. born women that may suppress observed nativity-based disparities. We also examined whether there were group differences in reactivity to stress in predicting disorder. Results U.S. born women were twice as likely as late-life immigrants to report lifetime history of depression (O.R. = 2.03, 95% C.I [1.35, 4.54]) and anxiety (O.R. = 2.12, 95% C.I [1.34, 5.19]). Nativity differences in perceived discrimination, family conflict, and cultural conflict explained disparities in rates of disorder. There was no support for the contention that immigrant women were more psychologically hardy or resilient to social stress. Conclusion Findings suggested that the gap in mental health status between U.S. and foreign born Asian American women would be indeed be magnified if differences in social status were accounted for, but also that ready explanations for the so-called immigrant paradox are found in differential levels of reported stress exposure.

These findings speak to the importance of examining whether interventions are equally efficacious in different cultures.

Researchers have examined cultural differences in the psychological and physiological health consequences of emotion suppression. The goal of this review is to clarify the state of the science on this growing area of research by summarizing patterns of findings, identifying limitations, and providing recommendations for future research. First, we review the framework that provides the theoretical foundation for explaining cultural differences, and then we present findings on how culture influences the psychological and physiological health consequences of emotion suppression. Next, we review the expressive writing intervention as a culturally sensitive intervention that facilitates emotion disclosure for cultural groups that prioritize emotional restraint. Finally, we end by providing theoretical and methodological recommendations for future research.