Measuring Parental Meta-Emotion: Psychometric Properties of the Emotion-Related Parenting Styles Self-Test

Hakim-Larson, Julie; Parker, Alison E.; Lee, Catharine; Goodwin, Jacqueline; Voelker, Sylvia

doi:10.1207/s15566935eed1702_2

Cited by 47 publications

(25 citation statements)

References 21 publications

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“…By replacing references to “my child” with “a child” or “one of the children in my class,” we developed the Teacher Emotion Socialization Self-Test (TESST) based on the Emotion-Related Parenting Styles Self-Test Likert version (ERPSST-Likert; Hakim-Larson, Parker, Lee, Goodwin, & Voelker, 2006). The TESST consists of 81 Likert-type statements and the teachers responded by indicating their level of agreement with each statement, ranging from 1 (strongly disagree) to 7 (strongly agree).…”

Section: Teacher Measures: Teachingmentioning

confidence: 99%

“…Four subscales were generated, representing four emotion socialization styles: Dismissing, Disapproving, Laissez-Faire, and Emotion-Coaching styles; higher scores indicate higher levels of endorsement of that emotion socialization style. Hakim-Larson and colleagues (2006) reported reliability coefficients for the ERPSST-Likert scales of .72 for Dismissing, .91 for Disapproving, .72 for Laissez-faire, and .82 for Emotion-Coaching. Only the data from the 23-item Emotion-Coaching subscale (α = .83) was included in the analyses for the current study, as it most closely relates to the Teaching aspect of emotion socialization.…”

Section: Teacher Measures: Teachingmentioning

confidence: 99%

“…To address the issue of construct validity of the ERPSST, Hakim-Larson and colleagues (2006) also asked parents to complete the CCNES and the SEFQ. These authors found that parents’ scores on the Emotion-Coaching scale of the ERPSST were positively related to their Positive Expressiveness scores on the SEFQ, r (31) = .53, p < .01, as well as to their scores on the Expressiveness Encouragement subscale of the CCNES, r (31) = .59, p < .01.…”

Section: Teacher Measures: Teachingmentioning

confidence: 99%

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Relations Among Teachers’ Emotion Socialization Beliefs and Practices and Preschoolers’ Emotional Competence

Morris

Denham

Bassett

et al. 2013

Early Education and Development

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Research Findings Utilizing a three-part model of emotion socialization that includes Modeling, Contingent Responding, and Teaching, this study examined the associations between 44 teachers’ self-reported and observed emotion socialization practices and 326 preschoolers’ emotion knowledge and observed emotional behavior. Multi-level analyses revealed that the majority of the variance in the children’s emotion knowledge scores and observed emotional behavior was predicted by factors within, rather than between, classrooms. Teachers’ use of all three emotion socialization techniques did contribute to the prediction of the children’s scores; however, the nature of these associations differed by children’s age and gender. Practice or Policy The development of children’s emotional competence is a complex, multi-faceted process in which many interaction partners play a role; early childhood teachers act as emotion socialization agents for the children in their care by modeling emotions, responding either supportively or punitively to children’s expressions of emotions, and engaging in direct instruction regarding emotional experience. This research may provide a basis for potential future interventions designed to assist teachers in developing their own emotion socialization skills so that they can be more effective emotion socialization agents for the children in their care.

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Section: Teacher Measures: Teachingmentioning

confidence: 99%

Section: Teacher Measures: Teachingmentioning

confidence: 99%

Section: Teacher Measures: Teachingmentioning

confidence: 99%

See 1 more Smart Citation

Relations Among Teachers’ Emotion Socialization Beliefs and Practices and Preschoolers’ Emotional Competence

Morris

Denham

Bassett

et al. 2013

Early Education and Development

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show abstract

“…Recent empirical work suggests that the meta-emotion construct combines two dimensions: belief about acceptability of emotions, and belief about active emotion socialization (Hakim-Larson, Parker, Lee, Goodwin, & Voelker, 2006). When the belief about whether negative emotions are acceptable is disaggregated from active emotion coaching, each has differentiated influence on children’s outcomes.…”

Section: Parents’ Beliefs About Children’s Emotionsmentioning

confidence: 99%

Parents’ Beliefs about Emotions and Children’s Recognition of Parents’ Emotions

et al. 2009

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This study investigated parents’ emotion-related beliefs, experience, and expression, and children’s recognition of their parents’ emotions with 40 parent-child dyads. Parents reported beliefs about danger and guidance of children’s emotions. While viewing emotion-eliciting film clips, parents self-reported their emotional experience and masking of emotion. Children and observers rated videos of parents watching emotion-eliciting film clips. Fathers reported more masking than mothers and their emotional expressions were more difficult for both observers and children to recognize compared with mothers’ emotional expressions. For fathers, but not mothers, showing clearer expressions was related to children’s general skill at recognizing emotional expressions. Parents who believe emotions are dangerous reported greater masking of emotional expression. Contrary to hypothesis, when parents strongly believe in guiding their child’s emotion socialization, children showed less accurate recognition of their parents’ emotions.

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“…In our research, mothers and fathers completed the Meta-Emotion Structure Questionnaire. Similarly, as Hakim-Larson, Parker, Lee, Goodwin, and Voelker (2006) in their research, we also started from a self-report version of the meta-emotion interview introduced in a parenting guidebook (Gottman, 1997 self-assessment questionnaire designed to measure parents' emotional style, and results from the study indicated a twofactor scale for the maternal emotional styles questionnaire, emotion coaching and emotion dismissing. On the other hand, Paterson and collaborators (2012) obtained different factorial structures of the parental meta-emotion dimension depending on whether these were typically developing children or children with developmental disabilities (emotion coaching, parental acceptance of negative emotion, and parental rejection of negative emotion and in subsample feelings of uncertainty/ineffectiveness in emotion socialisation).…”

Section: Discussionmentioning

confidence: 99%

Emocionalni život obitelji: roditeljske metaemocije, temperament djeteta i eksternalizirani i internalizirani problemi

Brajša‐Žganec

2014

Drustvena istrazivanja

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The aim of this study was to investigate some assumptions related to Gottman's model of parental meta-emotions on a sample of preschool children's parents. The study included 506 parents. The questionnaires about parental meta-emotions, dimensions of temperament and children's internalising and externalising problems were completed by mothers and fathers separately. Mothers' and fathers' awareness of their own and of their children's emotions and coaching child emotions were indirectly related to child externalising and internalising problems through child negative affectivity and effortful control, and awareness was also directly related to the child's externalising and internalising problems. The results of the models showed that mothers' and fathers' awareness and coaching were positively related to effortful control and negatively related to negative affectivity, whereas only mothers' and fathers' awareness were negatively related to externalising and internalising problems. Simultaneously, negative affectivity was positively related to the child's externalising and internalising problems and effortful control was negatively related to the child's externalising and internalising problems. With this study, we have confirmed part of the investigated assumptions from Gottman's model that relate to the influence of parental meta-emotion on child outcomes.Keywords: parental meta-emotion, negative affectivity, effortful control, child externalising and internalising problems Andreja Brajša-Žganec, Institute of Social Sciences Ivo Pilar, Marulićev trg 19/1,

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Measuring Parental Meta-Emotion: Psychometric Properties of the Emotion-Related Parenting Styles Self-Test

Cited by 47 publications

References 21 publications

Relations Among Teachers’ Emotion Socialization Beliefs and Practices and Preschoolers’ Emotional Competence

Relations Among Teachers’ Emotion Socialization Beliefs and Practices and Preschoolers’ Emotional Competence

Parents’ Beliefs about Emotions and Children’s Recognition of Parents’ Emotions

Emocionalni život obitelji: roditeljske metaemocije, temperament djeteta i eksternalizirani i internalizirani problemi

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