Grateful parents raising grateful children: Niche selection and the socialization of child gratitude

Rothenberg, W. Andrew; Hussong, Andrea M.; Langley, Hillary A.; Egerton, Gregory A.; Halberstadt, Amy G.; Coffman, Jennifer L.; Mokrova, Irina L.; Costanzo, Philip R.

doi:10.1080/10888691.2016.1175945

Cited by 37 publications

(33 citation statements)

References 49 publications

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“…Niche selection (or situation selection or modification; Gross, 1998) should be examined. It is likely a common way that parents promote PA in their children (Rothenberg et al, 2017), which would allow children to build further socio-emotional skills and resources, consistent with broaden and build theory (Fredrickson, 2001). Future work should also consider PA and NA socialization together, as they likely co-occur, with recent work indicating that family expressiveness of PA and NA influence adolescent psychopathology (Luebbe & Bell, 2014).…”

Section: Strengths Limitations and Future Directionsmentioning

confidence: 94%

Maternal socialization of children’s positive affect regulation: Associations with children’s savoring, dampening, and depressive symptoms

et al. 2018

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Maternal socialization of positive affect (PA) is linked to children's regulation of positive and negative emotions and the development of psychopathology. However, few studies have examined multiple types of emotion socialization as related to children's PA regulation and depressive symptoms. The current study examined how mothers’ socialization of children's PA regulation was related to children's PA regulation, and if children's PA regulation mediated the association between maternal socialization and children's depressive symptoms. Ninety‐six mother–child dyads (children aged 7–12) completed questionnaires and a five‐minute discussion about a positive event the child previously experienced; 76 dyads completed surveys again five months later. Partial correlations, controlling for child age and gender, indicated associations between maternal PA socialization and child PA regulation. Moderated mediation models suggested that maternal modeling of savoring predicted Time 2 child depressive symptoms via children's own savoring, which was moderated by Time 1 depressive symptoms. The moderated path indicated that only for children who reported higher depressive symptoms at Time 1, higher levels of savoring predicted lower depressive symptoms at Time 2. These results underscore the importance of examining multiple types of PA socialization and child PA regulation to predict children's depressive symptoms longitudinally.

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Section: Strengths Limitations and Future Directionsmentioning

confidence: 94%

Maternal socialization of children’s positive affect regulation: Associations with children’s savoring, dampening, and depressive symptoms

et al. 2018

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“…The reactions, conversations, and experiences that caregivers explicitly create and even curate can shape children's internal working models of themselves and the wider world; these in turn support children's development of effective emotion regulation and social skills (Eisenberg, Cumberland, & Spinrad, ; Morris, Silk, Steinberg, Myers, & Robinson, ; Rothenberg et al, ). Yet internal factors, such as what parents know and believe about emotions can also impact children's development (Castro, Halberstadt, Lozada, & Craig, ; Gottman, Katz, & Hooven, ).…”

Section: Introductionmentioning

confidence: 99%

Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood

et al. 2019

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Interoception, often defined as the perception of internal physiological changes, is implicated in many adult social affective processes, but its effects remain understudied in the context of parental socialization of children's emotions. We hypothesized that what parents know about the interoceptive concomitants of emotions, or interoceptive knowledge (e.g., “my heart races when excited”), may be especially relevant in emotion socialization and in supporting children's working models of emotions and the social world. We developed a measure of mothers' interoceptive knowledge about their own emotions and examined its relation to children's social affective outcomes relative to other socialization factors, including self‐reported parental behaviors, emotion beliefs, and knowledge of emotion‐relevant situations and non‐verbal expressions. To assess these, mothers (N = 201) completed structured interviews and questionnaires. A few months later, third‐grade teachers rated children's social skills and emotion regulation observed in the classroom. Results indicated that mothers' interoceptive knowledge about their own emotions was associated with children's social affective skills (emotion regulation, social initiative, cooperation, self‐control), even after controlling for child gender and ethnicity, family income, maternal stress, and the above maternal socialization factors. Overall, findings suggest that mothers' interoceptive knowledge may provide an additional, unique pathway by which children acquire social affective competence.

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“…For example, parents who believe that emotions are dangerous or problematic are more likely to mask their emotional expressions so that their children do not assume that expressiveness is appropriate or imitate such expressions themselves (Halberstadt et al, 2008;), compared with parents who do not have this view of emotion. Additionally, parents seeking to cultivate the emotion of gratitude are more likely to place their children in social niches that support experiencing gratitude (Rothenberg et al, 2017).…”

Section: Parent and Teacher Rolesmentioning

confidence: 99%

Beliefs About Children’s Emotions in Chile

2020

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To learn more about Chilean emotional beliefs related to emotion development, 271 Mapuche and non-Mapuche parents and teachers in urban and rural settings reported their emotion beliefs using a questionnaire invariant in the Chilean context (Riquelme et al., in press). Included are six beliefs previously found to resonate across three United States cultures (i.e., beliefs about the value and cost of certain emotions; control of emotion; knowledge of children's emotion; manipulation of emotion; and emotional autonomy), and five others distinctive to the indigenous people of this region (i.e., value of being calm; controlling fear specifically; interpersonality of emotion; learning about emotion from adults; and regulation through nature). MANOVAs were conducted to examine these beliefs across culture (Mapuche, non-Mapuche), role (parent, teacher), and geographical location (rural, urban). For United States-derived beliefs, there were no main effects, although two interactions with culture by role and location were significant. For all five Mapuche-generated beliefs, there were significant main effects for culture, role, and location. Results highlight both similarities and differences in beliefs across cultures, roles, and geographical location. Implications for the Chilean context include the importance of non-Mapuche teachers' sensitivity to the values and emotion-related beliefs of Mapuche families. Implications for the global context include an expanded view of emotion-related beliefs, including beliefs that children can control fear and be calm, that emotion-related values include attending to the needs of others, and that two ways of controlling emotion are through learning by listening to/watching elders, and by being in nature.

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Grateful parents raising grateful children: Niche selection and the socialization of child gratitude

Cited by 37 publications

References 49 publications

Maternal socialization of children’s positive affect regulation: Associations with children’s savoring, dampening, and depressive symptoms

Maternal socialization of children’s positive affect regulation: Associations with children’s savoring, dampening, and depressive symptoms

Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood

Beliefs About Children’s Emotions in Chile

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