Differences Between Japanese and U.S. Children's Performance on "Zoo U": A Game-Based Social Skills Assessment.

OBJECTIVE: The purpose of this study was to test whether and how performance on a digital game-based social skills assessment tool, "Zoo U" (3C Institute, Durham, NC), differed for children in the United States and Japan across six core social skills. MATERIALS AND METHODS: "Zoo U" was administered to 497 third and fourth grade children from the United States and Japan (46 percent Japanese) by teachers and researchers, respectively. U.S. children received the original version of "Zoo U," and Japanese children received a fully translated Japanese version of the program. Scoring of each of the six social skills is built into the "Zoo U" software, with specific scoring algorithms for each grade level that provide both a continuous scale score and cutoffs for three distinct performance categories: high, average, and low. RESULTS: A multivariate analysis of variance (MANOVA) was conducted to assess differences by cultural group on each of the six continuous social skill scores, controlling for gender and grade level. Results revealed significant differences on four of the six skills in expected directions. Chi-squared and odds ratios analyses were then conducted on the assignment of children into each of the performance categories by cultural group, revealing additional nuance to the cultural differences identified in the MANOVA consistent with existing literature. CONCLUSIONS: We were able to replicate known cultural differences between U.S. and Japanese children with a simple direct translation of a Web-based social skills assessment game, "Zoo U." Our results provide preliminary support for the potential of game-based assessment methods to provide efficient and valid social skill assessments to children around the world.

Parents' Emotion-Related Beliefs, Behaviors, and Skills Predict Children's Recognition of Emotion.

Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion-related beliefs, behaviors, and skills. We examined parents' beliefs about the value of emotion and guidance of children's emotion, parents' emotion labeling and teaching behaviors, and parents' skill in recognizing children's emotions in relation to their school-aged children's emotion recognition skills. Sixty-nine parent-child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents' beliefs, behaviors, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood, and add to accumulating evidence suggesting important age-related shifts in the relation between parental emotion socialization and child emotional development.

Parent Gender Differences in Emotion Socialization Behaviors Vary by Ethnicity and Child Gender.

OBJECTIVE: This study examined ethnicity (African American, European American, and Lumbee American Indian) and child gender as moderators of gender differences in parents' emotion socialization behaviors. DESIGN: Mothers and fathers from two samples responded to questionnaires assessing self-expressiveness in the family (N=196) or reactions to children's negative emotions (N=299). RESULTS: Differences between mothers and fathers varied as a function of ethnicity. Mothers and fathers showed similar levels of negative expressiveness in European American and African American families, whereas fathers were more negatively expressive than mothers in Lumbee families. Mothers reported more supportive reactions than fathers among European Americans and Lumbees, but African American mothers and fathers reported nearly equal levels of supportive reactions. Parent gender x ethnicity interactions were further moderated by child gender. Mothers were generally more supportive of girls' negative emotions than fathers across all ethnicities. For boys, however, parent gender differences in supportive reactions to negative emotions varied by ethnicity. Mothers were more supportive than fathers among European American parents of boys, but mothers were less supportive than fathers among African American parents of boys. CONCLUSIONS: Results highlight the contextualized nature of emotion socialization, and the need to consider ethnicity and child gender as influences on mothers' and fathers' gender-specific emotion socialization.

Celebrating the strengths of black youth: increasing self-esteem and implications for prevention.

The purpose of this study was to test the impact of a preventive intervention program, celebrating the strengths of black youth (CSBY), on African American children's self-esteem, racial identity, and parental racial socialization messages. CSBY consisted of 10 in-person group sessions in which small groups of middle school students met two trained group leaders. Parents were invited to attend three of the 10 group sessions. African American children between the ages of 7 and 10 were randomly assigned to either a treatment (TX; n = 33) or waitlist control (WLC; n = 40) group. Pre- and post-measures were completed to capture treatment effects. Analyses revealed that treatment group participants had higher levels of self-esteem post intervention than WLC group participants. In addition, treatment group parents were more likely to communicate egalitarian messages to their children post intervention than WLC parents. The advantages of a cultural heritage, strengths-based preventive intervention for African American youth and suggestions for future research are discussed.

Peer pressure to "Fat talk": Does audience type influence how women portray their body image?

"Fat talk" describes women discussing their bodies disparangingly for impression management while interacting with one another. This study examined whether college females deliberately alter their self-reported body image according to characteristics of their prospective audience. This study was a mixed experimental design with four audience conditions (private, public, female audience, male audience) as the between-subjects factor and time across trials as the within-subjects factor using college females as participants (N=100). Pre versus posttest changes on the Body Esteem Scale (BES) and the Body Weight Figure Assessment (BWFA) served as the dependent variables. It was hypothesized that body image would decrease to indicate self-derogation (fat talk) in the public audience and female audience conditions, whereas body image would increase in the male audience condition. These hypotheses were not supported using repeated measures ANOVA. Strengths and weaknesses of the study are discussed.