Independence-supportive praise versus interdependence-promoting praise

Abstract

This study used dinnertime observational data to investigate parental praise in Chinese-immigrant and European-American families. Three process models of praise with distinctive communicative content were uncovered. Two models focus on adherence to parental expectations, which promote the development of an interdependent self (interdependence-promoting praise). One focuses on child's self-initiated behaviors and supports the development of an independent self (independence-supportive praise). Consistent with past findings, independence-supportive praise is widely distributed in European-American families. Although interdependence-promoting praise has been overlooked in previous research, it is commonly found in Chinese-immigrant families. The findings are discussed in terms of their implications for the development of culturally inclusive models of praise.

Home Environments of Infants From Immigrant Families in the United States: Findings From the New Immigrant Survey

“…The findings also are generally consistent with findings reported by Wang et al. (). In their study, Chinese immigrant parents manifested generally high levels of praise for their young children, rates that were similar to U.S. parents generally.…”

“…The findings are reminiscent of those reported by Jackson (2012), who also found that Black and Hispanic immigrant mothers were about as likely to get prenatal care and to breastfeed as were their native counterparts. The findings also are generally consistent with findings reported by Wang et al (2008). In their study, Chinese immigrant parents manifested generally high levels of praise for their young children, rates that were similar to U.S. parents generally.…”

The Effects of Interdependent and Independent Priming on Western Participants’ Ability to Perceive Changes in Visual Scenes

“…For example, when interacting with their children both American and Japanese mothers tend to simplify their language and use repetitions, but American mothers more frequently name objects than Japanese mothers, who more frequently use objects to encourage social routines and verbal politeness (Fernald & Morikawa, 1993). Similarly, Wang, Wiley, and Chiu (2008) report that European American families tend to praise aspects of behavior that will promote and support independence (e.g., praising self-initiated positive behavior) whereas Chinese immigrant families are more likely to praise aspects of behavior that promote and support interdependence (e.g., praising a child for listening to his/ her parents).…”

Cultural Variations in Mothers’ Acceptance of and Intent to Use Behavioral Child Management Techniques

“…One possible explanation is that praise may be used differently in Chinese vs. Euro-Canadian families. For instance, a recent study reported that Chinese parents use praise as a motivator before the desired child behavior (e.g., calmly telling the child that he is a ''good boy'' as a way of communicating the parents' expectations that the child will behave appropriately), whereas EuroNorth American parents typically use praise as a consequence after positive child behavior (e.g., positively telling the child that he is a ''good boy'' for complying to the parents' demands) (Wang et al 2008). Perhaps Chineseimmigrant and Euro-Canadian mothers in this study rated reward techniques as equally acceptable, yet conceptualized rewards differently.…”