Parental Reactions to Toddlers' Negative Emotions and Child Negative Emotionality as Correlates of Problem Behavior at the Age of Three

Engle, Jennifer; McElwain, Nancy L.

doi:10.1111/j.1467-9507.2010.00583.x

Cited by 54 publications

(34 citation statements)

References 67 publications

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“…Studies have shown that fathers display more NSR to NE than mothers (Hughes & Gullone, 2010;McElwain et al, 2007;Wong et al, 2009), notably punitive and minimizing reactions (Eisenberg et al, 1996;Engle & McElwain, 2011;Cassano et al, 2007). As suggested by Engle and McElwain (2011), a higher level of paternal NSR may be due to the fact that fathers have fewer opportunities to respond to their children's NE than mothers. It could also be due to the different ways in which fathers and mothers interact with their children (Lamb & Lewis, 2004).…”

Section: Categorizationmentioning

confidence: 90%

“…In terms of parents' characteristics, the literature singles out gender as a factor affecting emotion socialization behaviors (Cassano et al, 2007;Eisenberg et al, 1996;Engle & McElwain, 2011;Hughes & Gullone, 2010;McElwain et al, 2007;Wong et al, 2009). Studies have shown that fathers display more NSR to NE than mothers (Hughes & Gullone, 2010;McElwain et al, 2007;Wong et al, 2009), notably punitive and minimizing reactions (Eisenberg et al, 1996;Engle & McElwain, 2011;Cassano et al, 2007).…”

Section: Categorizationmentioning

confidence: 99%

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How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

Mazzone¹,

Nader-Grosbois²

2016

PSYCH

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In this study, parents' reactions to their children's emotions were investigated as correlates of children's abilities in Theory of Mind (ToM). 175 parents completed questionnaires about their reactions to their children's emotions. Children's ToM abilities were assessed by direct measures and a questionnaire completed by mothers. Inter-parental comparisons and intra-parental interactions were explored. The maternal model was significant for children's ToM-emotions and ToM-thinking. The paternal model was significant for children's ToM-beliefs. Maternal supportive reactions (SR) to positive emotions were related to children's ToM-emotions and ToM-thinking. Moreover, maternal non-supportive reactions (NSR) to negative emotions were negatively associated with children's ToM-thinking. The interaction between paternal SR to children's positive emotions and a low level of NSR to positive emotions was associated with a high level of ToMbeliefs. The results suggest that exploring the parental gender effect and the combined effects of parental reactions is useful for understanding children's ToM development.

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Section: Categorizationmentioning

confidence: 90%

Section: Categorizationmentioning

confidence: 99%

How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

Mazzone¹,

Nader-Grosbois²

2016

PSYCH

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“…However, we know little about the effects of ES on socio-emotional adjustment as a function of differences in children's emotional reactivity. The few available studies suggest that non-supportive ES responses predict behavior problems, particularly for preschoolers with emotional dysregulation (Hastings & De, 2008;Engle & McElwain, 2010).…”

Section: Role Of Child Emotionalitymentioning

confidence: 98%

Socialization of Turkish Children's Emotions: Do Different Emotions Elicit Different Responses?

Çorapçı

Aksan

Yağmurlu

2012

Global Studies of Childhood

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This study addressed mothers' specific responses to children's expressions of sadness and anger. The first goal was to determine whether children's sadness and anger expressions elicited different maternal responses. The role of maternal education and child gender was also examined in sadness and anger socialization. Finally, the relations of sadness and anger socialization responses to children's adjustment were examined and the moderating role of children's emotionality in this relation was explored. Data on emotion socialization were obtained from 140 Turkish mothers of preschoolers based on their responses to hypothetical vignettes. Results showed that mothers were more likely to encourage the expression of sadness compared to anger. More educated mothers were less likely to punish and minimize their children's sadness but reported higher distress responses than less educated mothers. Sadness and anger socialization did not differ by child gender. Finally, low levels of emotional support to child anger were related to aggressive behaviors, but only among children with high emotional dysregulation.

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“…Moreover, to explore the percentage of variance of parents' ERSBs explained by both parents' and children's characteristics, linear regression analyses by the stepwise method were applied. As in previous studies (e.g., [3] [26] [40]) having a moderate sample size, the use of multiple linear regression was evaluated as a good method in light of the objectives of the Study 1. Table 1 presents means and standard deviations for all measures and Table 2 presents inter-correlations between parental ERSBs, children's personality and parent's emotional competences.…”

Section: Discussionmentioning

confidence: 99%

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

Mazzone¹,

Nader-Grosbois²

2017

JBBS

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In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents' Emotion-Related Socialization Behaviours (ERSBs) that support their child's socio-emotional development: their reactions to their child's emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The crosssectional study focused on the variability of parents' ERSBs according to children's and parents' characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents' ERSBs and children's socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents' ERSBs, their emotional competences and children's personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children's socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children's personality, such as emotional stability and parents' emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children's personality. Results of Study 2 revealed that both mothers and fathers socialized their children's socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers' emotion-related conversations predicted children's Theory of mind abilities and social adjustment, while fathers' emotion-related conversations predicted children's emotional regulation. In addition, fathers' reactions to their child- ren's emotions were predicted by children's socio-emotional competences. These studies highlighted bidirectional effects between parents' behaviours and children's development. They emphasized also the importance to better identify predictors of parents' ERSBs in order to know on which target the professionals should intervene.

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Parental Reactions to Toddlers' Negative Emotions and Child Negative Emotionality as Correlates of Problem Behavior at the Age of Three

Cited by 54 publications

References 67 publications

How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

Socialization of Turkish Children's Emotions: Do Different Emotions Elicit Different Responses?

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

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