Face it or hide it: parental socialization of reappraisal and response suppression

Gunzenhauser, Catherine; Fäsche, Anika; Friedlmeier, Wolfgang; Suchodoletz, Antje von

doi:10.3389/fpsyg.2013.00992

Cited by 60 publications

(46 citation statements)

References 60 publications

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“…Emotion regulation is socialized during childhood within the family (Meyer, Raikes, Virmani, Waters, & Thompson, 2014); children learn how to regulate emotions from their parents (Bariola, Hughes, & Gullone, 2012; Morris et al, 2011). Parents who model how to reappraise emotions, for example, have children who use reappraisal strategies, whereas parents who model suppression have children who use suppression strategies (Gunzenhauser, Fäsche, Friedlmeier, & Suchodoletz, 2014). Educational attainment tends to be associated with more adaptive emotion regulation strategies (Wiltink et al, 2011), and there may be an intergenerational effect, with parents with greater educational attainment who are more likely to use and model adaptive emotion regulation strategies that, in turn, their children learn to use to regulate themselves.…”

Section: Discussionmentioning

confidence: 99%

Parental educational attainment and adult offspring personality: An intergenerational life span approach to the origin of adult personality traits.

Sutin¹,

Luchetti²,

Stéphan³

et al. 2017

Journal of Personality and Social Psychology

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Why do some individuals have more self-control or are more vulnerable to stress than others? Where do these basic personality traits come from? Although a fundamental question in personality, more is known about how traits are related to important life outcomes than their developmental origins. The present research took an intergenerational lifespan approach to address whether a significant aspect of the childhood environment – parental educational attainment – was associated with offspring personality traits in adulthood. We tested the association between parents’ educational levels and adult offspring personality traits in seven samples (overall age range 14–95) and meta-analytically combined the results (total N>60,000). Parents with more years of education had children who were more open, extraverted, and emotionally stable as adults. These associations were small but consistent, of similar modest magnitude to the association between life events and change in personality in adulthood, and were also supported by longitudinal analyses. Contrary to expectations, parental educational attainment was unrelated to offspring Conscientiousness, except for a surprisingly negative association in the younger cohorts. The results were similar in a subsample of participants who were adopted, which suggested that environmental mechanisms were as relevant as shared genetic variants. Participant levels of education were associated with greater conscientiousness, emotional stability, extraversion, and openness and partially mediated the relation between parent education and personality. Child IQ and family income were also partial mediators. The results of this research suggest that parental educational attainment is one intergenerational factor associated with offspring personality development in adulthood.

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Section: Discussionmentioning

confidence: 99%

Parental educational attainment and adult offspring personality: An intergenerational life span approach to the origin of adult personality traits.

Sutin¹,

Luchetti²,

Stéphan³

et al. 2017

Journal of Personality and Social Psychology

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“…Buckholdt, Parra, and Jobe-Shields (2013) reported a positive association between parent and adolescent self-reported emotional dysregulation (also see Sarıtaş & Gençöz, 2012, who reported similar findings). Likewise, in a study of school-aged children, positive relations between maternal and child emotional SR were reported (Han & Shaffer, 2012; also see Samuelson, Krueger, & Wilson, 2012) and Gunzenhauser, Fasche, Friedlmeier and von Suchodoletz (2014), using a mixed sample of mothers and fathers, reported significant relations between parent and child reappraisal and parent and child suppression. Finally, using a longitudinal design and a multimethod approach, Kim, Pears, Capaldi, and Owen (2009) also reported anticipated relations between parent and child emotional SR.…”

Section: Associations Between Parent and Child Self-regulationmentioning

confidence: 93%

Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework.

Bridgett¹,

Burt²,

Edwards³

et al. 2015

Psychological Bulletin

498

501

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This review examines mechanisms contributing to the intergenerational transmission of self-regulation. To provide an integrated account of how self-regulation is transmitted across generations, we draw from over 75 years of accumulated evidence, spanning case studies to experimental approaches, in literatures covering developmental, social, and clinical psychology, and criminology, physiology, genetics, and human and animal neuroscience (among others). First, we present a taxonomy of what self-regulation is and then examine how it develops – overviews that guide the main foci of the review. Next, studies supporting an association between parent and child self-regulation are reviewed. Subsequently, literature that considers potential social mechanisms of transmission, specifically parenting behavior, inter-parental (i.e., marital) relationship behaviors, and broader rearing influences (e.g., household chaos) are considered. Finally, literature providing evidence that prenatal programming may be the starting point of the intergenerational transmission of self-regulation is covered, along with key findings from the behavioral and molecular genetics literatures. To integrate these literatures, we introduce the Self-Regulation Intergenerational Transmission Model, a framework that brings together prenatal, social, and neurobiological mechanisms (spanning endocrine, neural, and genetic levels, including gene-environment interplay and epigenetic processes) to explain the intergenerational transmission of self-regulation. This model also incorporates potential transactional processes between generations (e.g., children’s self-regulation and parent-child interaction dynamics that may affect parents’ self-regulation) that further influence intergenerational processes. In pointing the way forward, we note key future directions and ways to address limitations in existing work throughout the review and in closing. We also conclude by noting several implications for intervention work.

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“…Cross-sectional and longitudinal research on the functionality of both goal adjustment processes has consistently shown that their flexible use leads to better physical health and psychological well-being in childhood and adolescence (Band & Weisz, 1990;DeCarlo Santiago & Wadsworth, 2008;Thomsen, Fritz, M€ oßle, & Greve, 2015) as well as in adulthood (Brandtst€ adter, Wentura, & Greve, 1993;Wrosch, Miller, Scheier, & de Pontet, 2007;Wrosch & Sabiston, 2012;Wrosch, Scheier, Miller, Schulz, & Carver, 2003). Second, we employed an experimental design to study observational learning to strengthen previous research findings that only relied on correlational methods (e.g., Gunzenhauser, Faesche, Friedlmeier, & von Suchodoletz, 2014;. In the present two studies, we take a preliminary step towards a deeper understanding of the development of goal adjustment processes.…”

Section: What Does This Study Add?mentioning

confidence: 98%

Modelling goal adjustment in social relationships: Two experimental studies with children and adults

Thomsen

Kappes

Schwerdt

et al. 2016

British J of Dev Psycho

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In two experiments, we investigated observational learning in social relationships as one possible pathway to the development of goal adjustment processes. In the first experiment, 56 children (M = 9.29 years) observed their parent as a model; in the second, 50 adults (M = 32.27 years) observed their romantic partner. Subjects were randomly assigned to three groups: goal engagement (GE), goal disengagement (GD), or control group (CO) and were asked to solve (unsolvable) puzzles. Before trying to solve the puzzles by themselves, subjects observed the instructed model, who was told to continue with the same puzzle (GE) or to switch to the next puzzle (GD). Results show that children in the GE group switched significantly less than in the GD or CO group. There was no difference between the GD group and CO group. Adults in the GE group switched significantly less than in the GD or CO group, whereas subjects in the GD group switched significantly more often than the CO group. Statement of contribution What is already known on this subject? Previous research focused mainly on the functions of goal adjustment processes. It rarely considered processes and conditions that contribute to the development of goal engagement and goal disengagement. There are only two cross-sectional studies that directly investigate this topic. Previous research that claims observational learning as a pathway of learning emotion regulation or adjustment processes has (only) relied on correlational methods and, thus, do not allow any causal interpretations. Previous research, albeit claiming a life span focus, mostly investigated goal adjustment processes in one specific age group (mainly adults). There is no study that investigates the same processes in different age groups. What does this study add? In our two studies, we focus on the conditions of goal adjustment processes and sought to demonstrate one potential pathway of learning or changing the application of goal adjustment processes, namely observational learning. We employed an experimental design to study observational learning, instead of using a correlational design. The present studies are the first to apply an experimental design to investigate observational learning of adjustment processes. In our studies, we implemented the same design and studied the same process in different age groups. Thus, they expand knowledge beyond a particular age group and under a life span perspective.

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Face it or hide it: parental socialization of reappraisal and response suppression

Cited by 60 publications

References 60 publications

Parental educational attainment and adult offspring personality: An intergenerational life span approach to the origin of adult personality traits.

Parental educational attainment and adult offspring personality: An intergenerational life span approach to the origin of adult personality traits.

Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework.

Modelling goal adjustment in social relationships: Two experimental studies with children and adults

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