When Should Advice Be Given? Assessing the Role of Sequential Placement of Advice in Supportive Interactions in Two Cultures

Abstract

The current study assessed an integrated model of advice giving (Emotional support—Problem inquiry and analysis—Advice) with 572 participants from United States and 540 participants from mainland China. Participants read and responded to a hypothetical scenario in which they received advice from a friend. Advice that was offered following the moves of emotional support and problem inquiry and analysis was judged by both American and Chinese participants to be higher in quality and was more likely to be implemented than advice that did not follow this sequential pattern. Compared to Chinese participants, American participants evaluated advice offered with emotional support or problem inquiry and analysis as higher in quality. Participants with a higher independent self-construal also rated advice offered in conjunction with emotional support or problem inquiry and analysis as higher in quality than participants with a lower independent self-construal.