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Papers by sheida novin

Journal of Happiness Studies, 2013

Cross-cultural comparisons demonstrate that subjective well-being (SWB) is rated lower among East... more Cross-cultural comparisons demonstrate that subjective well-being (SWB) is rated lower among East Asian than Western individuals. Regardless of such cultural differences, however, factors that predict SWB among people from various cultures may be similar. In the current study we demonstrate the universality of two potential pathways to SWB: those which are more self-related (e.g., independent self-construal; personal expression of emotions), and those which are more other-related (e.g., interdependent selfconstrual; giving social support to others). Using the MIDUS II and the MIDJA datasets, we find that even though American older adults (N = 1,248) report higher levels of SWB, emotional expression, and social support provision than their Japanese counterparts (N = 1,010), there are similar influences of both self and other-related pathways on SWB. Specifically, emotional expression and social support provision contribute equally to SWB in both groups. Moreover, structural equation models revealed that in both cultural groups, independent self-construal has a direct positive effect on SWB, but also indirectly predicts SWB via increased emotional expression and giving support to others. Interdependent selfconstrual also has a positive effect on SWB. However, it indirectly has both a positive effect (through giving more support to others) and a negative effect (through less emotional expression) on SWB. These findings were nearly identical across cultures, except that Americans showed a stronger positive relationship between independent self-construal and emotional expression, and Japanese showed a stronger positive relation between independence and giving social support. Implications and directions for future research are discussed.

The motivational impact of messages about how to interpret experienced difficulty with schoolwork... more The motivational impact of messages about how to interpret experienced difficulty with schoolwork was tested in two studies. Students read that experienced difficulty with schoolwork is a signal either of the importance or of the impossibility of succeeding in school, rated how much they agreed, and completed a difficult task (Raven’s Progressive Matrices). In the absence of reactance (Study 1, N = 93), students’ performance reflected an assimilation of the interpretation of experienced difficulty message to which they were randomly assigned. In the presence of conditions conducive to reactance (Study 2, N = 181), the effect on performance was more complex, reflecting contrast with or assimilation to message content depending on message acceptance. Contrast (rejecting the message) bolstered performance if the message was that experienced difficulty implies that the task is impossible, whereas assimilation (accepting the message) bolstered performance if the message was that experienced difficulty implies that the task is important.

Kind En Adolescent, Sep 1, 2009

Intensiteit, uitingsvormen en gevolgen Sheida Novin en Carolien Rieffe samenvatting Het doel van ... more Intensiteit, uitingsvormen en gevolgen Sheida Novin en Carolien Rieffe samenvatting Het doel van dit onderzoek was tweeledig. Enerzijds om middels hypothetische conflictsituaties met een leeftijdgenootje inzicht te krijgen in de manieren waarop Marokkaans-Nederlandse en autochtoon-Nederlandse kinderen hun boosheid uiten. Anderzijds om de uitingsvormen binnen de groepen te interpreteren aan de hand van gevolgen voor de sociale relatie. De resultaten tonen aan dat de boosheidsintensiteit van de twee groepen niet verschilde, maar dat Marokkaans-Nederlandse kinderen minder vaak dwingend reageren dan hun autochtoon-Nederlandse leeftijdgenoten. Bovendien bleek dat Marokkaans-Nederlandse kinderen deze dwingende manier van reageren vaker associeerden met een beëindiging van de vriendschap. Dit impliceert dat voor Marokkaans-Nederlandse kinderen deze manier van reageren risicovoller is binnen vriendschapsrelaties dan voor hun autochtoon-Nederlandse leeftijdsgenoten.

The interface of mind, brain, culture, and behavior has provided rich ground for speculation, the... more The interface of mind, brain, culture, and behavior has provided rich ground for speculation, theorizing and empirical research. To date, theorizing has focused on between-country difference and much research has focused on quasiexperimental design in which groups are compared and the reasons for found differences imputed to be about the culture-brain interface. The authors of this paper argue for a somewhat different approach. We conceptualize culture as a set of human universals that are dynamically triggered in context. In doing so we integrate culture-as-situated-cognition (CSC) and neuroscience prediction (NP) models to yield a number of novel predictions: first, all societies include cues triggering both individualistic and collectivistic mindsets. Second, whether a mindset is triggered by a particular cue and what a triggered mindset implies for judgment, affective and behavioral response depends on spreading activation within the associative network activated at that moment. Third, universal features of culture are likely necessary from an evolutionary perspective; societies develop and sustain specific instantiations of these universals whether or not these particular instantiations were ever optimal, simply because they are the way 'we' do things. The CSC-NP model explains why models that assume fixed differences do not always find behavioral

Kind En Adolescent, Sep 1, 2006

Samenvatting Novin, S., & Rieffe, C. J. (2006). Experience and expression of emotio... more Samenvatting Novin, S., & Rieffe, C. J. (2006). Experience and expression of emotions among Moroccan-Dutch and native Dutch children, Kind en Adolescent, 27 (3), 169-179. The aim of this study was to examine the influence of culture on the experience and expression by children of emotions in frustrating social situations. The responses of native Dutch and Moroccan-Dutch children revealed several

Personality and Individual Differences, 2015

Personality and Individual Differences, Mar 1, 2010

According to the DSM-IV criteria, depressive disorders are mental illnesses characterized by a pr... more According to the DSM-IV criteria, depressive disorders are mental illnesses characterized by a profound and persistent feeling of sadness or despair and anhedonia. Although the risk of major depressive disorder in childhood is relatively small, it substantially increases with adolescence . Estimates of the point prevalence of depression range from 0.4% to 2.5% for children, and from 0.4% to 8.3% for adolescents , yet note that pediatric depression is often underdiagnosed and subsequently undertreated in children . The few studies that investigated the level of depression in HI children show coherent results: HI children show higher prevalences of depression than NH children when reported by parents or caregivers or by the children themselves . In contrast, the one study that specifically examined the influence of cochlear implants on symptoms of depression found no differences between children with a CI and a NH control group .

ABSTRACT Background and Purpose: American children expect to succeed in school. Yet attainment of... more ABSTRACT Background and Purpose: American children expect to succeed in school. Yet attainment often falls short, particularly for low-income minority children. Identity-based motivation theory (Oyserman, 2007) predicts that the aspiration-attainment gap is larger for these children in part because succeeding in school is difficult but difficulty is likely to be interpreted as meaning that academic success may really not be possible for people like oneself. Thus, unless an alternative interpretation of difficulty is accessible at the moment of judgment, children’s performance on demanding school tasks will suffer. The goal of these studies is to determine whether cuing low-income minority adolescents to interpret difficulty at school as a sign of goal importance rather than goal impossibility can improve effort and motivation. Methods: In two experiments we tested our prediction that low-income and minority children interpret difficulty in school as meaning that academic futures are not possible for “people like me” and invest less effort in school work unless an alternative interpretation of difficulty as importance is accessible at the moment of judgment. In Study 1, participants were Yemeni and Yemeni American 4th to 8th graders in a remedial school program (N= 56). We contrasted content of possible-self responses and math task performance among children randomized to one of two conditions. In the control children were not provided an interpretation of their difficulty in school, in the experimental condition children were provided an interpretation of difficulty in school as meaning that school success is important to them. In Study 2, participants were 7th and 8th graders in a school near Detroit Michigan, comprised primarily of low income and minority students (N = 129). Study 2 compared performance on a math task across a control group (no interpretation of difficulty in school provided) with two experimental groups, where children were subtly provided an accessible interpretation of difficulty in school as meaning that doing well in school is either an important or impossible goal. Results: Children randomly assigned to consider difficulty in school as reflecting the importance of school (versus a control condition in which no interpretation of difficulty is cued) report more academic future identities and strategies to work on them (Study 1) and perform better at a math task (Studies 1-2). The undermining effect of no interpretation of difficulty parallels that of interpreting difficulty as meaning that school success is impossible (Study 2). Conclusions and Implications: Overall, we found evidence that while low-income minority youth experience a chronic interpretation of difficulty at school as impossibility, if context frames difficulty as importance then these students will use this interpretation and effort on academic tasks increases. Our results are particularly important for policies and interventions targeting low-income and minority children because we demonstrate that if an alternative interpretation of difficulty is not provided, these children proceed as if provided with an interpretation of difficulty as impossibility. This interpretation of difficulty is malleable, and we need to create contexts that support an interpretation of difficulty as importance.

The interface of mind, brain, culture, and behavior has provided rich ground for speculation, the... more The interface of mind, brain, culture, and behavior has provided rich ground for speculation, theorizing and empirical research. To date, theorizing has focused on between-country difference and much research has focused on quasiexperimental design in which groups are compared and the reasons for found differences imputed to be about the culture-brain interface. The authors of this paper argue for a somewhat different approach. We conceptualize culture as a set of human universals that are dynamically triggered in context. In doing so we integrate culture-as-situated-cognition (CSC) and neuroscience prediction (NP) models to yield a number of novel predictions: first, all societies include cues triggering both individualistic and collectivistic mindsets. Second, whether a mindset is triggered by a particular cue and what a triggered mindset implies for judgment, affective and behavioral response depends on spreading activation within the associative network activated at that moment. Third, universal features of culture are likely necessary from an evolutionary perspective; societies develop and sustain specific instantiations of these universals whether or not these particular instantiations were ever optimal, simply because they are the way 'we' do things. The CSC-NP model explains why models that assume fixed differences do not always find behavioral

Background and Purpose: American children expect to succeed in school. Yet attainment often falls... more Background and Purpose: American children expect to succeed in school. Yet attainment often falls short, particularly for low-income minority children. Identity-based motivation theory (Oyserman, 2007) predicts that the aspiration-attainment gap is larger for these children in part because succeeding in school is difficult but difficulty is likely to be interpreted as meaning that academic success may really not be possible for people like oneself. Thus, unless an alternative interpretation of difficulty is accessible at the moment of judgment, children’s performance on demanding school tasks will suffer. The goal of these studies is to determine whether cuing low-income minority adolescents to interpret difficulty at school as a sign of goal importance rather than goal impossibility can improve effort and motivation. Methods: In two experiments we tested our prediction that low-income and minority children interpret difficulty in school as meaning that academic futures are not poss...

Personality and Individual Differences, 2015

Self and Identity, 2014

Imagining one's possible future self can motivate action but whether motivational power resides m... more Imagining one's possible future self can motivate action but whether motivational power resides more in positive or more in negative future identities is not clear. We predicted that motivational power resides not in these positive or negative future identities but in the fit between context and future self. We varied fit in four experiments by having students read about college as a successlikely or failure-likely context and then write about their desired or undesired possible future identities. Which aspect of the future self was motivating depended on context. Motivation was higher in success-likely contexts if desired rather than undesired possible futures came to mind and was higher in failure-likely contexts if undesired rather than desired possible futures come to mind.

Kind en Adolescent, 2009

Intensiteit, uitingsvormen en gevolgen Sheida Novin en Carolien Rieffe samenvatting Het doel van ... more Intensiteit, uitingsvormen en gevolgen Sheida Novin en Carolien Rieffe samenvatting Het doel van dit onderzoek was tweeledig. Enerzijds om middels hypothetische conflictsituaties met een leeftijdgenootje inzicht te krijgen in de manieren waarop Marokkaans-Nederlandse en autochtoon-Nederlandse kinderen hun boosheid uiten. Anderzijds om de uitingsvormen binnen de groepen te interpreteren aan de hand van gevolgen voor de sociale relatie. De resultaten tonen aan dat de boosheidsintensiteit van de twee groepen niet verschilde, maar dat Marokkaans-Nederlandse kinderen minder vaak dwingend reageren dan hun autochtoon-Nederlandse leeftijdgenoten. Bovendien bleek dat Marokkaans-Nederlandse kinderen deze dwingende manier van reageren vaker associeerden met een beëindiging van de vriendschap. Dit impliceert dat voor Marokkaans-Nederlandse kinderen deze manier van reageren risicovoller is binnen vriendschapsrelaties dan voor hun autochtoon-Nederlandse leeftijdsgenoten.

Kind en adolescent, 2006

Samenvatting Novin, S., & Rieffe, C. J. (2006). Experience and expression of emotio... more Samenvatting Novin, S., & Rieffe, C. J. (2006). Experience and expression of emotions among Moroccan-Dutch and native Dutch children, Kind en Adolescent, 27 (3), 169-179. The aim of this study was to examine the influence of culture on the experience and expression by children of emotions in frustrating social situations. The responses of native Dutch and Moroccan-Dutch children revealed several

Culture and Brain, 2014

The interface of mind, brain, culture, and behavior has provided rich ground for speculation, the... more The interface of mind, brain, culture, and behavior has provided rich ground for speculation, theorizing and empirical research. To date, theorizing has focused on between-country difference and much research has focused on quasiexperimental design in which groups are compared and the reasons for found differences imputed to be about the culture-brain interface. The authors of this paper argue for a somewhat different approach. We conceptualize culture as a set of human universals that are dynamically triggered in context. In doing so we integrate culture-as-situated-cognition (CSC) and neuroscience prediction (NP) models to yield a number of novel predictions: first, all societies include cues triggering both individualistic and collectivistic mindsets. Second, whether a mindset is triggered by a particular cue and what a triggered mindset implies for judgment, affective and behavioral response depends on spreading activation within the associative network activated at that moment. Third, universal features of culture are likely necessary from an evolutionary perspective; societies develop and sustain specific instantiations of these universals whether or not these particular instantiations were ever optimal, simply because they are the way 'we' do things. The CSC-NP model explains why models that assume fixed differences do not always find behavioral

Social Development, 2009

Sociocultural differences in children's use and understanding of emotional display rules have bee... more Sociocultural differences in children's use and understanding of emotional display rules have been under-researched. In the present study, 56 Dutch and 56 Iranian children aged 10-11 years took part in a structured interview about their experiences of using emotional display rules. In comparison with the Dutch children, the Iranian sample was more likely to report having actually used emotional display rules themselves, more likely to identify family audiences for display rules, and less likely to identify peer audiences. In addition, they were more likely than the Dutch children to identify both prosocial and self-protective motives for concealing emotion from family audiences, and less likely to identify self-protective motives for concealing emotion from peers. Results are interpreted in the light of socialization processes involved in the development of emotion regulation.

Journal of Happiness Studies, 2013

Cross-cultural comparisons demonstrate that subjective well-being (SWB) is rated lower among East... more Cross-cultural comparisons demonstrate that subjective well-being (SWB) is rated lower among East Asian than Western individuals. Regardless of such cultural differences, however, factors that predict SWB among people from various cultures may be similar. In the current study we demonstrate the universality of two potential pathways to SWB: those which are more self-related (e.g., independent self-construal; personal expression of emotions), and those which are more other-related (e.g., interdependent selfconstrual; giving social support to others). Using the MIDUS II and the MIDJA datasets, we find that even though American older adults (N = 1,248) report higher levels of SWB, emotional expression, and social support provision than their Japanese counterparts (N = 1,010), there are similar influences of both self and other-related pathways on SWB. Specifically, emotional expression and social support provision contribute equally to SWB in both groups. Moreover, structural equation models revealed that in both cultural groups, independent self-construal has a direct positive effect on SWB, but also indirectly predicts SWB via increased emotional expression and giving support to others. Interdependent selfconstrual also has a positive effect on SWB. However, it indirectly has both a positive effect (through giving more support to others) and a negative effect (through less emotional expression) on SWB. These findings were nearly identical across cultures, except that Americans showed a stronger positive relationship between independent self-construal and emotional expression, and Japanese showed a stronger positive relation between independence and giving social support. Implications and directions for future research are discussed.

The motivational impact of messages about how to interpret experienced difficulty with schoolwork... more The motivational impact of messages about how to interpret experienced difficulty with schoolwork was tested in two studies. Students read that experienced difficulty with schoolwork is a signal either of the importance or of the impossibility of succeeding in school, rated how much they agreed, and completed a difficult task (Raven’s Progressive Matrices). In the absence of reactance (Study 1, N = 93), students’ performance reflected an assimilation of the interpretation of experienced difficulty message to which they were randomly assigned. In the presence of conditions conducive to reactance (Study 2, N = 181), the effect on performance was more complex, reflecting contrast with or assimilation to message content depending on message acceptance. Contrast (rejecting the message) bolstered performance if the message was that experienced difficulty implies that the task is impossible, whereas assimilation (accepting the message) bolstered performance if the message was that experienced difficulty implies that the task is important.

Kind En Adolescent, Sep 1, 2009

Intensiteit, uitingsvormen en gevolgen Sheida Novin en Carolien Rieffe samenvatting Het doel van ... more Intensiteit, uitingsvormen en gevolgen Sheida Novin en Carolien Rieffe samenvatting Het doel van dit onderzoek was tweeledig. Enerzijds om middels hypothetische conflictsituaties met een leeftijdgenootje inzicht te krijgen in de manieren waarop Marokkaans-Nederlandse en autochtoon-Nederlandse kinderen hun boosheid uiten. Anderzijds om de uitingsvormen binnen de groepen te interpreteren aan de hand van gevolgen voor de sociale relatie. De resultaten tonen aan dat de boosheidsintensiteit van de twee groepen niet verschilde, maar dat Marokkaans-Nederlandse kinderen minder vaak dwingend reageren dan hun autochtoon-Nederlandse leeftijdgenoten. Bovendien bleek dat Marokkaans-Nederlandse kinderen deze dwingende manier van reageren vaker associeerden met een beëindiging van de vriendschap. Dit impliceert dat voor Marokkaans-Nederlandse kinderen deze manier van reageren risicovoller is binnen vriendschapsrelaties dan voor hun autochtoon-Nederlandse leeftijdsgenoten.

The interface of mind, brain, culture, and behavior has provided rich ground for speculation, the... more The interface of mind, brain, culture, and behavior has provided rich ground for speculation, theorizing and empirical research. To date, theorizing has focused on between-country difference and much research has focused on quasiexperimental design in which groups are compared and the reasons for found differences imputed to be about the culture-brain interface. The authors of this paper argue for a somewhat different approach. We conceptualize culture as a set of human universals that are dynamically triggered in context. In doing so we integrate culture-as-situated-cognition (CSC) and neuroscience prediction (NP) models to yield a number of novel predictions: first, all societies include cues triggering both individualistic and collectivistic mindsets. Second, whether a mindset is triggered by a particular cue and what a triggered mindset implies for judgment, affective and behavioral response depends on spreading activation within the associative network activated at that moment. Third, universal features of culture are likely necessary from an evolutionary perspective; societies develop and sustain specific instantiations of these universals whether or not these particular instantiations were ever optimal, simply because they are the way 'we' do things. The CSC-NP model explains why models that assume fixed differences do not always find behavioral

Kind En Adolescent, Sep 1, 2006

Samenvatting Novin, S., & Rieffe, C. J. (2006). Experience and expression of emotio... more Samenvatting Novin, S., & Rieffe, C. J. (2006). Experience and expression of emotions among Moroccan-Dutch and native Dutch children, Kind en Adolescent, 27 (3), 169-179. The aim of this study was to examine the influence of culture on the experience and expression by children of emotions in frustrating social situations. The responses of native Dutch and Moroccan-Dutch children revealed several

Personality and Individual Differences, 2015

Personality and Individual Differences, Mar 1, 2010

According to the DSM-IV criteria, depressive disorders are mental illnesses characterized by a pr... more According to the DSM-IV criteria, depressive disorders are mental illnesses characterized by a profound and persistent feeling of sadness or despair and anhedonia. Although the risk of major depressive disorder in childhood is relatively small, it substantially increases with adolescence . Estimates of the point prevalence of depression range from 0.4% to 2.5% for children, and from 0.4% to 8.3% for adolescents , yet note that pediatric depression is often underdiagnosed and subsequently undertreated in children . The few studies that investigated the level of depression in HI children show coherent results: HI children show higher prevalences of depression than NH children when reported by parents or caregivers or by the children themselves . In contrast, the one study that specifically examined the influence of cochlear implants on symptoms of depression found no differences between children with a CI and a NH control group .

ABSTRACT Background and Purpose: American children expect to succeed in school. Yet attainment of... more ABSTRACT Background and Purpose: American children expect to succeed in school. Yet attainment often falls short, particularly for low-income minority children. Identity-based motivation theory (Oyserman, 2007) predicts that the aspiration-attainment gap is larger for these children in part because succeeding in school is difficult but difficulty is likely to be interpreted as meaning that academic success may really not be possible for people like oneself. Thus, unless an alternative interpretation of difficulty is accessible at the moment of judgment, children’s performance on demanding school tasks will suffer. The goal of these studies is to determine whether cuing low-income minority adolescents to interpret difficulty at school as a sign of goal importance rather than goal impossibility can improve effort and motivation. Methods: In two experiments we tested our prediction that low-income and minority children interpret difficulty in school as meaning that academic futures are not possible for “people like me” and invest less effort in school work unless an alternative interpretation of difficulty as importance is accessible at the moment of judgment. In Study 1, participants were Yemeni and Yemeni American 4th to 8th graders in a remedial school program (N= 56). We contrasted content of possible-self responses and math task performance among children randomized to one of two conditions. In the control children were not provided an interpretation of their difficulty in school, in the experimental condition children were provided an interpretation of difficulty in school as meaning that school success is important to them. In Study 2, participants were 7th and 8th graders in a school near Detroit Michigan, comprised primarily of low income and minority students (N = 129). Study 2 compared performance on a math task across a control group (no interpretation of difficulty in school provided) with two experimental groups, where children were subtly provided an accessible interpretation of difficulty in school as meaning that doing well in school is either an important or impossible goal. Results: Children randomly assigned to consider difficulty in school as reflecting the importance of school (versus a control condition in which no interpretation of difficulty is cued) report more academic future identities and strategies to work on them (Study 1) and perform better at a math task (Studies 1-2). The undermining effect of no interpretation of difficulty parallels that of interpreting difficulty as meaning that school success is impossible (Study 2). Conclusions and Implications: Overall, we found evidence that while low-income minority youth experience a chronic interpretation of difficulty at school as impossibility, if context frames difficulty as importance then these students will use this interpretation and effort on academic tasks increases. Our results are particularly important for policies and interventions targeting low-income and minority children because we demonstrate that if an alternative interpretation of difficulty is not provided, these children proceed as if provided with an interpretation of difficulty as impossibility. This interpretation of difficulty is malleable, and we need to create contexts that support an interpretation of difficulty as importance.

The interface of mind, brain, culture, and behavior has provided rich ground for speculation, the... more The interface of mind, brain, culture, and behavior has provided rich ground for speculation, theorizing and empirical research. To date, theorizing has focused on between-country difference and much research has focused on quasiexperimental design in which groups are compared and the reasons for found differences imputed to be about the culture-brain interface. The authors of this paper argue for a somewhat different approach. We conceptualize culture as a set of human universals that are dynamically triggered in context. In doing so we integrate culture-as-situated-cognition (CSC) and neuroscience prediction (NP) models to yield a number of novel predictions: first, all societies include cues triggering both individualistic and collectivistic mindsets. Second, whether a mindset is triggered by a particular cue and what a triggered mindset implies for judgment, affective and behavioral response depends on spreading activation within the associative network activated at that moment. Third, universal features of culture are likely necessary from an evolutionary perspective; societies develop and sustain specific instantiations of these universals whether or not these particular instantiations were ever optimal, simply because they are the way 'we' do things. The CSC-NP model explains why models that assume fixed differences do not always find behavioral

Background and Purpose: American children expect to succeed in school. Yet attainment often falls... more Background and Purpose: American children expect to succeed in school. Yet attainment often falls short, particularly for low-income minority children. Identity-based motivation theory (Oyserman, 2007) predicts that the aspiration-attainment gap is larger for these children in part because succeeding in school is difficult but difficulty is likely to be interpreted as meaning that academic success may really not be possible for people like oneself. Thus, unless an alternative interpretation of difficulty is accessible at the moment of judgment, children’s performance on demanding school tasks will suffer. The goal of these studies is to determine whether cuing low-income minority adolescents to interpret difficulty at school as a sign of goal importance rather than goal impossibility can improve effort and motivation. Methods: In two experiments we tested our prediction that low-income and minority children interpret difficulty in school as meaning that academic futures are not poss...

Personality and Individual Differences, 2015

Self and Identity, 2014

Imagining one's possible future self can motivate action but whether motivational power resides m... more Imagining one's possible future self can motivate action but whether motivational power resides more in positive or more in negative future identities is not clear. We predicted that motivational power resides not in these positive or negative future identities but in the fit between context and future self. We varied fit in four experiments by having students read about college as a successlikely or failure-likely context and then write about their desired or undesired possible future identities. Which aspect of the future self was motivating depended on context. Motivation was higher in success-likely contexts if desired rather than undesired possible futures came to mind and was higher in failure-likely contexts if undesired rather than desired possible futures come to mind.

Kind en Adolescent, 2009

Intensiteit, uitingsvormen en gevolgen Sheida Novin en Carolien Rieffe samenvatting Het doel van ... more Intensiteit, uitingsvormen en gevolgen Sheida Novin en Carolien Rieffe samenvatting Het doel van dit onderzoek was tweeledig. Enerzijds om middels hypothetische conflictsituaties met een leeftijdgenootje inzicht te krijgen in de manieren waarop Marokkaans-Nederlandse en autochtoon-Nederlandse kinderen hun boosheid uiten. Anderzijds om de uitingsvormen binnen de groepen te interpreteren aan de hand van gevolgen voor de sociale relatie. De resultaten tonen aan dat de boosheidsintensiteit van de twee groepen niet verschilde, maar dat Marokkaans-Nederlandse kinderen minder vaak dwingend reageren dan hun autochtoon-Nederlandse leeftijdgenoten. Bovendien bleek dat Marokkaans-Nederlandse kinderen deze dwingende manier van reageren vaker associeerden met een beëindiging van de vriendschap. Dit impliceert dat voor Marokkaans-Nederlandse kinderen deze manier van reageren risicovoller is binnen vriendschapsrelaties dan voor hun autochtoon-Nederlandse leeftijdsgenoten.

Kind en adolescent, 2006

Samenvatting Novin, S., & Rieffe, C. J. (2006). Experience and expression of emotio... more Samenvatting Novin, S., & Rieffe, C. J. (2006). Experience and expression of emotions among Moroccan-Dutch and native Dutch children, Kind en Adolescent, 27 (3), 169-179. The aim of this study was to examine the influence of culture on the experience and expression by children of emotions in frustrating social situations. The responses of native Dutch and Moroccan-Dutch children revealed several

Culture and Brain, 2014

The interface of mind, brain, culture, and behavior has provided rich ground for speculation, the... more The interface of mind, brain, culture, and behavior has provided rich ground for speculation, theorizing and empirical research. To date, theorizing has focused on between-country difference and much research has focused on quasiexperimental design in which groups are compared and the reasons for found differences imputed to be about the culture-brain interface. The authors of this paper argue for a somewhat different approach. We conceptualize culture as a set of human universals that are dynamically triggered in context. In doing so we integrate culture-as-situated-cognition (CSC) and neuroscience prediction (NP) models to yield a number of novel predictions: first, all societies include cues triggering both individualistic and collectivistic mindsets. Second, whether a mindset is triggered by a particular cue and what a triggered mindset implies for judgment, affective and behavioral response depends on spreading activation within the associative network activated at that moment. Third, universal features of culture are likely necessary from an evolutionary perspective; societies develop and sustain specific instantiations of these universals whether or not these particular instantiations were ever optimal, simply because they are the way 'we' do things. The CSC-NP model explains why models that assume fixed differences do not always find behavioral

Social Development, 2009

Sociocultural differences in children's use and understanding of emotional display rules have bee... more Sociocultural differences in children's use and understanding of emotional display rules have been under-researched. In the present study, 56 Dutch and 56 Iranian children aged 10-11 years took part in a structured interview about their experiences of using emotional display rules. In comparison with the Dutch children, the Iranian sample was more likely to report having actually used emotional display rules themselves, more likely to identify family audiences for display rules, and less likely to identify peer audiences. In addition, they were more likely than the Dutch children to identify both prosocial and self-protective motives for concealing emotion from family audiences, and less likely to identify self-protective motives for concealing emotion from peers. Results are interpreted in the light of socialization processes involved in the development of emotion regulation.