This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner.
In this introductory article, the purpose of the special issue on prosocial and moral development during early adolescence is presented. This issue is the first of two special issues and focuses on the role that individual processes play in influencing young adolescents’ prosocial and moral development. Presented also is a new meta-analysis of data on age and gender differences in prosocial behavior with particular focus on early adolescence. It was found that prosocial behavior during adolescence rarely has been studied, but that there are general increases in prosocial behavior during this time when compared with early age periods. Moreover, gender differences in prosocial behavior (favoring girls) increase during this time. A relatively short review of the individual mechanisms by which these changes occur follow. A call for more research and suggestions for future directions in this research also is provided.
The relations of children's nonsocial behavior to their emotionality, regulation, and social functioning were examined in a short-term longitudinal study. Parents (primarily mothers) and teachers rated children's effortful regulation, emotionality, asocial behaviors, problem behaviors, and social acceptance, and children's nonsocial play behaviors were observed for two semesters. Peers also rated likability. Children's observed reticent activities were related to adults' ratings of high regulation, low externalizing problems, and high asocial behavior, as well as to low anger and low positive emotion. On the other hand, solitary play was associated with low positive emotion and low regulation over time and with high asocial behavior and high peer exclusion. Peer rejection mediated the relation of internalizing emotions (anxiety, low positive emotion) and regulation to solitary play later in the school year, and asocial play mediated the relation of internalizing emotions to both solitary and reticent play behavior.
The goals of this study were to compare mothers' and fathers' direct involvement in adolescent girls' versus boys' peer relationships and to examine the links between parents' involvement and the qualities of adolescents' friendship and peer experiences. Participants were mothers, fathers, and firstborn adolescents (mean age = 15 years) in 187 working‐ and middle‐class families. Data were collected during home visits and a series of seven nightly telephone interviews. Parents' direct involvement was measured by parents' reports of their peer‐oriented activities, parents' knowledge about adolescents' peer experiences, and parents' time spent with adolescents and their peers. Findings revealed that mothers were more knowledgeable about adolescents' peer relationships than were fathers, that mothers with daughters reported the most peer‐oriented activities, and that both mothers and fathers spent more time with same‐sex adolescents and their peers. Parents' direct involvement was differentially related to girls' versus boys' peer experiences. Discussion highlights the role of parents' and adolescents' gender in shaping this dimension of family life in adolescence.
This is the second installment of the special issue on prosocial and moral development in early adolescence. This issue focuses on social and contextual processes in young adolescents’prosocial and moral behaviors. In this introductory article, a brief review of the research on parents or family, peers, school environment, culture, and nationality as correlates of prosocial and moral development was presented. The research indicates that the social context plays an important role in prosocial and moral development. However, research on the social and contextual correlates of prosocial and moral development in early adolescence is at an embryonic stage. Research is needed that integrates analyses of individual and social contextual processes to fully understand prosocial and moral development. Moreover, more sophisticated design and assessment procedures and research with racially or ethnically diverse samples are needed. It is hoped that researchers focus more attention on the positive processes and behaviors associated with the various social contextual transitions in early adolescence.
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