Children's Emotional Regulation and Social Competence in Middle Childhood

McDowell, David J.; Kim, Mina; O'Neil, Robin; Parke, Ross D.

doi:10.1300/j002v34n03_07

Cited by 127 publications

(109 citation statements)

References 27 publications

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“…Mevcut çalışmanın yalnızca anneler tarafından yapılan değerlendirmeler ile gerçekleştirildiği göz önünde bulundurulduğunda elde edilen oran üzerinde, çocukların duygu düzenleme becerisini etkileyebilecek diğer ebeveyn olan ve çalışma kapsamında göz ardı edilen baba faktörünün etkili olabileceği düşünülmektedir. Nitekim yapılan çalışmalar baba-çocuk arasındaki ilişki ve bağlanma niteliğinin çocukların duygu düzenleme becerileri ile ilişkili olduğunu göstermektedir (Diener, Mangelsdorf, McHale ve Frosch, 2002;McDowell, Kim, O'neil ve Parke, 2002). Bununla birlikte çocuğun içinde bulunduğu aile bağlamının da duygu düzenleme becerisi üzerinde etkili olan bir diğer faktör olduğu bilinmektedir (Gross ve Thompson, 2007;Morris, Silk, Steinberg, Myers ve Robinson, 2007;Volling, McElwain, Notaro ve Herrera, 2002).…”

Section: Tartışma Ve Sonuçunclassified

Emotion Regulation and Emotion Understanding in Preschoolers as a Predictor of the Maternal Socialization of Emotion

Uyar

Genç

Arnas

2018

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Section: Tartışma Ve Sonuçunclassified

Emotion Regulation and Emotion Understanding in Preschoolers as a Predictor of the Maternal Socialization of Emotion

Uyar

Genç

Arnas

2018

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“…Although providing empirical evidence for the null hypothesis poses considerable challenges, some evidence for similarities in parenting approaches is descriptively provided here. Research with both children and adolescents has noted similar emotion socialization responses for mothers and fathers (McDowell et al, 2002 Aldrich and Tennenbaum (2006) found that mothers and fathers do not differ in the number of emotion words used when discussing hypothetical situations with their adolescent children. Similarities between parents have also been noted with regard to discrete emotions.…”

Section: Emotion Socialization In Adolescencementioning

confidence: 99%

Emotion socialization in adolescence: The roles of mothers and fathers

Brand

Klimes‐Dougan

2010

New Directions for Child and Adolescent Development

126

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This chapter provides a review of the literature that examines the role of mothers and fathers in socializing emotion in their sons and daughters during adolescence. Within the context of this chapter, we focus on mother-father similarities, differences, and coordinated efforts in socializing the emotion of their adolescent children. Empirical data is presented that provides new evidence about the coordinated efforts of parents and its implications for the development of adolescent psychopathology. The authors emphasize the importance of both adolescent emotion capabilities and the role mothers and fathers play in supporting or deterring healthy emotional development in adolescence.

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“…Concern over children ' s need for emotion regulation, if not punitive, fosters children ' s awareness of and attention to emotions (Denham, 1997 ). For example, parents ' control of children ' s emotions and their own expressiveness during family discussions were associated with grade schoolers ' emotion regulation and display rule usage (McDowell, Kim, O ' Neil, & Parke, 2002 ;McDowell & Parke, 2005 ). In contrast, overly strict sanctions about emotional expressiveness may motivate children to hide -not regulate -emotions.…”

Section: Experience and R Egulating Of E Motion And P Arent -C Hild Rmentioning

confidence: 99%

Emotions and Social Development in Childhood

Denham

Warren

Salisch

et al. 2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Gary and Ron are practicing soccer moves on the playground. They have all their equipment -goal, shinpads, and regulation ball -and they ' re having fun together. Ron shows Gary how to head the ball into the goal, both shouting, " Hurray! " But then things get complicated, changing fast, as interaction often does. Ron, thinking twice about sharing his best technique, kicks the ball away from Gary on the next play. Then Huynh, who had been watching from the sidelines, asks Gary if he can join them. Simultaneously, Gary trips over a swiftly kicked ball and slumps to the ground. And just then, Jack, the class bully, approaches, laughing at Gary ' s discomfort, then angrily demanding they leave so that he and his buddies can use the fi eld. Somehow, Gary deals with all of this. He hands the ball to Huynh, extends a hand to Ron, and calmly tells Jack, " It ' s our turn now. "What do emotions have to do with social development? Our example abounds with instances where emotions help determine the fl ow and outcome of interaction. First, behaviors of others in one ' s social group often constitute antecedent conditions for children ' s emotions. When Ron became angry, it was because his goal of being the " best " was threatened. Huynh approached diffi dently because he often had been " left out " from play. Second, when children exhibit emotion within dyads or groups, this emotional expressiveness also is important information for others involved. When Gary experienced delight at making a goal, he wanted to keep playing; others, like Huynh, wanted to join him. Jack is irritable and easily provoked by those he perceives to be " in his way. " His

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Children's Emotional Regulation and Social Competence in Middle Childhood

Cited by 127 publications

References 27 publications

Emotion Regulation and Emotion Understanding in Preschoolers as a Predictor of the Maternal Socialization of Emotion

Emotion Regulation and Emotion Understanding in Preschoolers as a Predictor of the Maternal Socialization of Emotion

Emotion socialization in adolescence: The roles of mothers and fathers

Emotions and Social Development in Childhood

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