Richard A. Fabes, Department of Family &amp; Human Development, Arizona State University, Tempe, AZ 85287-2502 (E-mail

Fabes, Richard A.; Poulin, Richard E.; Eisenberg, Nancy; Madden-Derdich, Debra A.

doi:10.1300/j002v34n03_05

Cited by 349 publications

(223 citation statements)

References 35 publications

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“…Multiple studies in different cultures reported CCNES as a valid and reliable measure for assessing mothers' responses to children's negative emotions (e.g., Altan-Aytun, Yagmurlu, & Yavuz, 2013;Fabes et al, 2002). Several studies have replicated a two-factor structure (i.e., supportive and unsupportive reactions) of this measure (e.g., Davidov & Grusec, 2006;.…”

Section: Methodsmentioning

confidence: 99%

Linking Maternal Emotion Socialization to Boys' and Girls' Emotion Regulation in Korea

Song¹,

Trommsdorff²

2016

Child Studies in Asia-Pacific Contexts

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This study investigated whether Korean mothers' emotion socialization beliefs are related to emotional functioning in children differing across gender. We interviewed Korean mothers (N = 100) of first graders (55 boys; 45 girls) about their sensitivity, their reactions to children's distress, and children's emotion regulation. Two components of emotion regulation were distinguished: regulation and negativity. Results revealed that mothers' proactive sensitivity and their supportive reactions were related to their children's regulation, whereas unsupportive reactions were related to children`s negativity. Child gender moderated the associations between mothers' socialization beliefs and children's emotion regulation: mothers' proactive sensitivity was more strongly associated with competent regulation in girls than in boys. Mothers' unsupportive reactions were related to increased negativity only in girls. Results are discussed from a cultural perspective, focusing on gender differences in the links between maternal socialization and children's emotional outcomes in Korea.

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Section: Methodsmentioning

confidence: 99%

Linking Maternal Emotion Socialization to Boys' and Girls' Emotion Regulation in Korea

Song¹,

Trommsdorff²

2016

Child Studies in Asia-Pacific Contexts

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“…The Coping with Children's Negative Emotions Scale (CCNES; Fabes et al, 2002) was used to assess mothers' beliefs about how they respond to their own children's negative emotions. The CCNES assesses the degree to which a mother believes in encouraging emotion expression and whether she adopts emotion-or problem-focused responses.…”

Section: Interview Componentsmentioning

confidence: 99%

“…Emotion-focused behavior included strategies to help the child to feel better (e.g. comforting, distraction; Fabes et al, 2002).…”

Section: Interview Componentsmentioning

confidence: 99%

Cultural Variations in Mothers' Intuitive Theories: A Preliminary Report on Interviewing Mothers from Five Nations about Their Socialization of Children's Emotions

Trommsdorff

Cole

Heikamp

2012

Global Studies of Childhood

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Parental intuitive theories comprise values, goals, expectations, and cultural beliefs about the nature of parenting and its function for children's development of competence. This article introduces a research design to study mothers' intuitive theories about their socialization of children's emotions, as a means of understanding the cultural meaning of children's emotional development. The intention is not to present a traditional empirical report, but to provide a heuristic for future research. The authors illustrate the basic assumptions, methods, and approach to data analysis used in the research design, using a five-nation cross-cultural study as an example of this methodology. For purposes of illustration, examples of mothers' responses during interviews are included, about their intuitive theories of emotion socialization -that is, their attributions about child behavior, views about their parenting roles and socialization practices, and the salience of particular emotions relative to cultural models of independence and interdependence. This approach provides a more sophisticated sense of cultural similarities and variations within and between nations than has been available in prior research. The importance of parents' intuitive theories for the investigation of the cultural meaning of emotion socialization and future study directions are discussed.Intuitive 'theories' refer to implicit beliefs and assumptions about causal explanatory relations. 'They organize experience, generate inferences, guide learning, and influence behavior and social interactions ' (Gelman & Legare, 2011, p. 380). Though they are tacit and imprecise, they nonetheless influence behavior. We apply the concept of intuitive theories for a better understanding of parental socialization of children's emotions. We assume that one way that emotion socialization occurs in daily life is through parents' and other caregivers' practices, and that these practices are guided by their intuitive theories about child emotional competence, how different emotions are valued, and how they should be managed and expressed. We suggest that an intuitive theory approach can inform theories of emotional development, which have widely ignored the cultural variations in how children's emotions are socialized (Halberstadt & Lozada, 2011).Emotions are socialized in many contexts but in a child's early life parents are particularly important agents (Morris et al, 2007). From their birth, children are exposed to and slowly acquire culture-specific display rules for emotional expression, i.e. norms about when and where the expression of a specific emotion is socially accepted, through observational learning and modeling (Saarni et al, 2006). Moreover, in their dyadic interactions with their caregivers, children learn strategies to regulate emotions. In Western cultures, supportive parenting behaviors (e.g. expressive encouragement, problem-focused reactions) are associated with children's skills at regulating negative emotions (Davidov & Grusec, 2006) ...

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“…Recent studies have explored individual and family characteristics that could be related to the development of children's understanding of emotions (ToM-emotions) (Fabes, Poulin, Eisenberg, & Madden-Derdich, 2002;Labounty, Wellman, Olson, Lagattuta, & Liu, 2008;McElwain, Halberstadt, & Volling, 2007). These studies have emphasized the importance of understanding a) how parents react to their children's emotions, b) how they talk about emotions, and c) how they express their emotions themselves, in order to explore how they contribute to their children's emotional competences.…”

Section: Introductionmentioning

confidence: 99%

“…This study focused specifically on mothers' and fathers' reactions to positive and negative emotions (PE and NE) expressed by their children. As most authors differentiate between supportive reactions (SR) and non-supportive reactions (NSR) (e.g., Eisenberg, Fabes, & Murphy, 1996;Fabes et al, 2002;Jones, Eisenberg, Fabes, & MacKinnon, 2002;McElwain et al, 2007;Pears & Moses, 2003) (see Table 1), we investigated these two types of reactions in each parent to PE and NE felt by their child.…”

Section: Introductionmentioning

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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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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Richard A. Fabes, Department of Family & Human Development, Arizona State University, Tempe, AZ 85287-2502 (E-mail

Cited by 349 publications

References 35 publications

Linking Maternal Emotion Socialization to Boys' and Girls' Emotion Regulation in Korea

Linking Maternal Emotion Socialization to Boys' and Girls' Emotion Regulation in Korea

Cultural Variations in Mothers' Intuitive Theories: A Preliminary Report on Interviewing Mothers from Five Nations about Their Socialization of Children's Emotions

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

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