Emotional Behavior Problems, Parent Emotion Socialization, and Gender as Determinants of Teacher–Child Closeness

Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding

“…The researchers suggest that these discrepancies represent a developmental shift in the function of maternal ERSBs as children enter school age. In a study comparing ERSBs in parents and teacher closeness in a diverse community sample of 89 4–6‐year‐old children, Bardack and Obradović (2017) did not find that supportive emotion socialization practices was related to better emotional competence and school adjustment. Girls scoring higher on relational aggression towards peers had a better teacher‐child relationships when parents were emotionally non‐supportive (i.e., minimizing) than when parents were supportive.…”

“…Collectively, a large body of research suggests a significant positive association between non-supportive parental ERSBs and externalizing child behavior problems in 5-year-olds (Eisenberg et al, 1998, andMorris et al, 2007). More recent studies do, however, find inconsistent results, and findings do not necessarily replicate across cultures (Bardack & Obradovi c, 2017;Cole & Tan, 2015;Nelson & Boyer, 2018;Raval & Walker, 2019).…”

Parent emotion socialization and children's socioemotional adjustment: when is supportiveness no longer supportive?

“…We have not discussed unsupportive responses in our manuscript, but they too may need to be considered dynamically over time. Denham () suggests that parents may eventually adopt unsupportive responses to signal that better regulation is expected; and limited empirical work suggests that such responses may indeed promote socioemotional competence (e.g., Bardack & Obradović, ; omitted for blind review). The questions we have raised regarding the changing utility of parents' supportive responses suggest that the effect of parents' unsupportive responses may also change over time, for certain children, or in certain situations.…”

Adrenocortical attunement, reactivity, and potential genetic correlates among parent–daughter dyads from low‐income families

“…In addition, compared to the peer relationships of boys, evidence in the literature has demonstrated that girls’ friendships tend to be characterized by higher levels of self‐disclosure, open communication, affection, and emotional support (Criss, Smith, Morris, Liu, & Hubbard, 2017; Rose, 2002). Moreover girls’ relationships with their mothers tend to be focused more on emotions and display higher levels of openness communication and emotional support (Bardack & Obradović, 2017; Criss, Morris, Ponce, Cui, & Silk, 2016). In addition, compared to boys, girls tend to have closer, warmer, and more supportive relationships with their parents marked by higher levels of affective synchrony (Bardack & Obradović, 2017; Criss et al, 2016; Larson & Richards, 1994).…”

“…Moreover girls’ relationships with their mothers tend to be focused more on emotions and display higher levels of openness communication and emotional support (Bardack & Obradović, 2017; Criss, Morris, Ponce, Cui, & Silk, 2016). In addition, compared to boys, girls tend to have closer, warmer, and more supportive relationships with their parents marked by higher levels of affective synchrony (Bardack & Obradović, 2017; Criss et al, 2016; Larson & Richards, 1994). Thus, studying adrenocortical attunement among mother‐daughter dyads in predominantly low‐income, single parent, and ethnic minority families would be quite informative.…”