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An integrative review of ethnic and cultural variation in socialization and children's self‐regulation
Author(s) -
LeCuyer Elizabeth A.,
Zhang Yi
Publication year - 2015
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/jan.12526
Subject(s) - socialization , normative , psychology , developmental psychology , perspective (graphical) , ethnic group , sociocultural evolution , cultural diversity , diversity (politics) , social psychology , variation (astronomy) , exploratory research , sociology , philosophy , physics , epistemology , artificial intelligence , computer science , anthropology , astrophysics
Aim To examine the evidence for cross‐cultural variation in socialization and children's normative self‐regulation, based on a contextual‐developmental perspective. Background Nurses and healthcare workers in multi‐cultural societies must understand diversity in socializing influences (including parenting) and in children's behaviour. A contextual‐developmental perspective implies that normative cultural and ethnic values will influence socializing processes and behaviour, which in turn will influence children's self‐regulation. Design Integrative review. Data sources Studies were located using five major search engines from 1990–2011. Domains of a contextual‐developmental perspective and a comprehensive definition of self‐regulation assisted the generation of search terms. Review methods Selected studies compared at least two ethnic or cultural groups and addressed contextual‐developmental domains: (1) culturally specific social values, beliefs, or attitudes; (2) socializing behaviours; and (3) children's normative self‐regulation. Results Eleven studies about children's self‐regulation were found to have data consistent with a contextual‐developmental perspective. Studies used descriptive correlational or comparative designs with primarily convenience sampling; eight confirmed stated hypotheses, three were exploratory. Findings across studies evidenced coherent patterns of sociocultural influence on children's attention, compliance, delay of gratification, effortful control and executive function. Conclusion A contextual‐developmental perspective provided a useful perspective to examine normative differences in values, socializing behaviours and children's self‐regulation. This perspective and these findings are expected to guide future research, to assist nurses and healthcare providers to understand diversity in parenting and children's behaviour.