Positive Autobiographical Memories and Psychological Functioning in European-American and Chinese Immigrant Children

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Attention, Learning, Memory

Abstract

The meaning-making process of autobiographical memories matters to psychological functioning. To date, research has mainly focused on the meaning-making of negative memories. Studies have found that processing of internal states in negative memories tend to buffer ill-being, such as depression. Yet, as positive experiences are regarded as void of potential problems, little attention has been paid to the meaning-making of positive memories and the relations to psychological functioning. Positive memories may relate to psychological functioning differently from negative ones. The Broaden-and-Build theory suggests that positive emotions broaden individuals’ mindset, which in turn contributes to their subjective well-being. Correspondingly, processing of internal states in positive memories may accentuate well-being as well as buffer ill-being. Nevertheless, expressions of internal states vary across cultures. The present study thus sought to examine the relations between positive autobiographical memories and psychological functioning in children in the European-American and Chinese immigrant contexts.

Participants were 68 European-American (EA) and 62 Chinese immigrant (CI) children (mean age = 6.6. years, 59 males) and their mothers. Children were asked to recall one specific positive event that happened recently. Utterances about the child’s emotions, thoughts, desires and subjective perspectives were coded. Mothers responded to the Behavioral Assessment System for Children, which assessed children’s internalizing behaviors (such as depression and anxiety), externalizing behaviors (such as aggression and conduct problems), behavioral symptoms (such as withdrawal and atypical behaviors) and socially adaptive skills (such as functional communication and leadership).

EA and CI children referred similarly to their internal states when discussing positive memories, F(1, 128) = .19, n.s. (EA: M = .82, SD = 1.21; CI: M = .73, SD = 1.36). Based on mothers’ reports, EA children showed more externalizing symptoms , F(1, 128) = 4.84, p < .05 (EA: M = 1.66, SD = .33; CI: M = 1.54, SD = .24), less behavioral symptoms, F(1, 128) = 5.56, p < .05 (EA: M = 1.58, SD = .26; CI: M = 1.69, SD = .23), and more adaptive behaviors F(1, 128) = 31.00, p < .001 (EA: M = 2.99, SD = .33; CI: M = 2.70, SD = .27) than CI children. Interestingly, culture moderated the relationship between children’s internal states in discussion of positive memories and well-being measures. EA children’s internal states were negatively correlated with adaptive behaviors, r = -.24, p = .06. Conversely, CI children’s internal states were positively correlated with adaptive behaviors, r = .26, p < .05. Notably, no relationship was found in children’s meaning-making of their internal states in positive memories and ill-being (i.e., internalizing behaviors, externalizing behaviors and behavioral symptoms).

Taken together, meaning-making of positive memories may matter more to promoting well-being than buffering ill-being. Furthermore, early school-aged children may be starting to make meanings out of their positive memories, which may matter to their well-being. Although, this effect may be culturally bounded. Findings will be discussed in relations to self, acculturation and adaptation.

Authors

• Xingruo Zhang, University of Chicago
  Presenting Author

• Jessie Bee Kim Koh, The Chinese University of Hong Kong, Shenzhen
  Non-Presenting Author

• Gang Fan, Chinese University of Hong Kong
  Non-Presenting Author

• Qi Wang, Cornell University
  Non-Presenting Author