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This paper explores the cross-cultural differences in affect valuation, emotion regulation, and the relationship between affect valuation, emotion regulation and subjective well-being across White Americans, Asians, and Third Culture Kids (TCKs). Emotional experiences shape every facet of our lives, yet understanding the extent to which emotional experiences are universal is still poorly understood. This is particularly the case among individuals with diverse cultural experiences. In the current study, we look at TCK individuals, a group composed of White-identifying individuals who spent a significant time of their childhood in East Asian countries. Through a questionnaire that was distributed via email and word of mouth, participants (N = 239) were asked to complete five surveys that included a subjective well-being scale, the affect valuation index, an emotion regulation questionnaire, an interpersonal emotion regulation questionnaire, and a set of scenarios that tested the individual’s tendency to feel a duty to themselves or to others. This study found that the Asian group significantly valued low arousal emotions more so than European Americans or the TCK individuals. TCKs were most likely to feel a strong sense of duty to help others.

This qualitative phenomenological study was conducted in order to better understand the multiple multicultural educational experiences TCKs have as a result of their unwanted/unpredictable international moves. The transcendental approach included semistructured face-to-face interviews based on a questionnaire with 12 TCK students at an international school in Korea. Students were asked to share their emotional, academic, and social experiences. The three research questions underpinning the questionnaire were: What are the emotional experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the academic experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the social experiences of TCK high school students at a Korean international school who had multiple school disruptions? The participants had attended at least three different schools K-12 and had attended schools in at least two different countries. Results revealed that although TCKs are fearful of moving to a new school in a new country they are excited about the new experiences they will have as they transition to a new place and new school. Academically, the International Baccalaureate Programme is the curriculum TCKs prefer and find the most suitable to their international experiences. The most unique experiences TCKs face moving from one school to another in a different country revolve around relationships. The most difficult part about moving is leaving friends and family behind. While TCKs moving to a new school in a new country face complex challenges forming close relationships, they are open-minded and are able to relate to people from a variety of different backgrounds and nationalities.