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Wang H, Xu J, Fu S, Tsang UK, Ren H, Zhang S, Hu Y, Zeman JL, Han ZR. Friend Emotional Support and Dynamics of Adolescent Socioemotional Problems. J Youth Adolesc 2024:10.1007/s10964-024-02025-3. [PMID: 38842748 DOI: 10.1007/s10964-024-02025-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2024] [Accepted: 05/21/2024] [Indexed: 06/07/2024]
Abstract
Emotional support from friends is a crucial source of social support for adolescents, significantly influencing their psychological development. However, previous research has primarily focused on how this support correlates with general levels of socioemotional problems among adolescents, neglecting the significance of daily fluctuations in these problems. The aim of this study was to explore the relationship between friend emotional support and both the average and dynamic indicators of daily emotional and peer problems in adolescents. These dynamic indicators include within-domain dynamics-such as inertia, which reflects the temporal dependence of experiences, and volatility, which indicates within-person variance-and cross-domain dynamics, such as transactional effects, which measure the strength of concurrent or lagged associations between daily emotional and peer problems. Participants were 315 seventh-grade Chinese adolescents (Mage = 13.05 years, SD = 0.77 years; 48.3% girls). Adolescents reported on their friends' emotional support at baseline and then completed measures of daily emotion and peer problems over a 10-day period. Using dynamic structural equation models, the results revealed that higher levels of friend emotional support were associated with fewer daily socioemotional problems. This was evident both in terms of average levels and dynamic aspects, characterized by lower mean levels of daily emotional and peer problems, reduced inertia and volatility of these problems, and a weaker spillover effect from daily emotional issues to peer problems. These findings highlight the significant role of friend-emotional support in mitigating adolescents' daily socioemotional challenges.
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Affiliation(s)
- Hui Wang
- Department of Psychology, Faculty of Arts and Sciences, Beijing Normal University at Zhuhai, Zhuhai, China
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Jianjie Xu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Sinan Fu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Ue Ki Tsang
- Department of Counseling & Clinical Psychology, Teachers College, Columbia University, New York, NY, USA
| | - Haining Ren
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA
| | - Shurou Zhang
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Yueqin Hu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China.
| | - Janice L Zeman
- Department of Psychological Sciences, William & Mary, Williamsburg, VA, USA
| | - Zhuo Rachel Han
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China.
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Shi Z, Qu Y, Yan Y, Wang Q. Chinese Mothers' Reactions to Adolescents' Positive Emotions: Relations to Adolescents' Emotional Adjustment and Mothers' Socialization Goals. J Youth Adolesc 2024; 53:1214-1231. [PMID: 38147188 DOI: 10.1007/s10964-023-01924-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Accepted: 11/30/2023] [Indexed: 12/27/2023]
Abstract
When adolescents have positive emotions, parents' reactions that enhance or dampen the intensity or duration of adolescents' emotions have been documented to play a critical role in adolescents' emotional adjustment in Western societies. These parental reactions are theorized to be culturally embedded parenting practices in the emotion socialization process. However, research is limited in examining the implications of parents' enhancing and dampening reactions for adolescents' emotional adjustment in non-Western societies. Moreover, it remains to be explored how these parental reactions might be guided by parents' culturally shaped socialization goals for adolescents, and further influence adolescents' adjustment. To address these key issues, a two-wave longitudinal study spanning approximately 1.5 years was conducted among adolescents in China (N = 233; Mage = 12.19 years, SD = 0.60; 48% girls). Based on adolescents' reports, it was found that Chinese mothers' enhancing reactions to adolescents' positive emotions, which were related to their greater endorsement of self-development socialization goals (i.e., wanting adolescents to develop confidence, autonomy, and uniqueness), predicted adolescents' increased emotional well-being (i.e., self-esteem, vitality, and experience of positive emotions) and decreased emotional ill-being (i.e., depression, anxiety and experience of negative emotions) over time. Contrastingly, mothers' dampening reactions to adolescents' positive emotions, which were related to their less endorsement of self-development and greater endorsement of filial piety socialization goals (i.e., wanting adolescents to respect and obey parents), predicted adolescents' decreased emotional well-being over time. The findings broaden the cultural understanding of parents' emotion-related socialization practices, and provide insights into practical endeavors at optimizing parents' reactions to adolescents' positive emotions in culturally sensitive ways and ultimately promoting adolescents' mental health.
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Affiliation(s)
- Zeyi Shi
- School of Education and Social Policy, Northwestern University, Evanston, USA.
| | - Yang Qu
- School of Education and Social Policy, Northwestern University, Evanston, USA.
| | - Yiyun Yan
- No.1 High School Affiliated to East China Normal University, Shanghai, China
| | - Qian Wang
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China.
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Lin SC, Kehoe C, Pozzi E, Liontos D, Whittle S. Research Review: Child emotion regulation mediates the association between family factors and internalizing symptoms in children and adolescents - a meta-analysis. J Child Psychol Psychiatry 2024; 65:260-274. [PMID: 37803878 DOI: 10.1111/jcpp.13894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/07/2023] [Indexed: 10/08/2023]
Abstract
BACKGROUND Parental influence on children's internalizing symptoms has been well established; however, little is known about the underlying mechanisms. One possible mechanism is child emotion regulation given evidence (a) of its associations with internalizing symptoms and (b) that the development of emotion regulation during childhood and adolescence is influenced by aspects of the family environment. This meta-analysis aimed to systematically investigate the mediating role of child emotion regulation in the relationship between various family factors and internalizing symptoms in children and adolescents. METHODS We searched Medline, Embase, PsychInfo, and Web of Science for English articles up until November 2022. We included studies that examined child emotion regulation as a mediator between a family factor and child/adolescent internalizing symptoms. Random-effects models were used to calculate pooled indirect effects and total effects for nine family factors. Heterogeneity and mediation ratio were also calculated. RESULTS Of 49 studies with 24,524 participants in this meta-analysis, family factors for which emotion regulation mediated the association with child/adolescent internalizing symptoms included: unsupportive emotion socialization, psychological control, secure attachment, aversiveness, family conflict, parent emotion regulation and parent psychopathology, but not supportive emotion socialization and behavioral control. CONCLUSIONS Various family factors impact children's emotion regulation development, and in turn, contribute to the risk of internalizing symptoms in young people. Findings from this study highlight the need for interventions targeting modifiable parenting behaviors to promote healthy emotion regulation and better mental health in children and adolescents.
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Affiliation(s)
- Sylvia Chu Lin
- Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Vic., Australia
| | - Christiane Kehoe
- Mindful, Centre for Training and Research in Developmental Health, The University of Melbourne, Melbourne, Vic., Australia
| | - Elena Pozzi
- Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Vic., Australia
| | - Daniel Liontos
- Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Vic., Australia
| | - Sarah Whittle
- Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Vic., Australia
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Shi Z, Fan L, Wang Q. Scrutinizing parental minimization reactions to adolescents' negative emotions through the lens of Chinese culture. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38380540 DOI: 10.1111/jora.12918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Revised: 01/25/2024] [Accepted: 01/28/2024] [Indexed: 02/22/2024]
Abstract
This research examined in China two types of parental minimization reactions to adolescents' negative emotions: Devaluing/invalidating that degrades the significance of adolescents' emotions (thereby invalidating adolescents' feelings) versus discounting/mitigating that downplays the seriousness of the situations (thereby mitigating adolescents' emotional arousals). Study 1 had 777 adolescents (389 females; mean age = 12.79 years) complete a survey; Study 2 had 233 adolescents (111 females; mean age = 12.19 years) complete a survey twice spanning around 6 months. Study 1 showed adolescents' perceived maternal devaluing/invalidating and discounting/mitigating reactions as two distinct factors, with different patterns of associations with other supportive versus nonsupportive parenting practices. Study 2 showed that over time, adolescents' perceived maternal devaluing/invalidating reactions predicted their dampened socioemotional functioning; discounting/mitigating reactions predicted their enhanced functioning.
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Affiliation(s)
- Zeyi Shi
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong SAR, China
- School of Education and Social Policy, Northwestern University, Evanston, Illinois, USA
| | - Lanyue Fan
- Surrey Business School, University of Surrey, Guildford, UK
| | - Qian Wang
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong SAR, China
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Wang J, Wang M, Du X, Viana KMP, Hou K, Zou H. Parent and Friend Emotion Socialization in Early Adolescence: Their Unique and Interactive Contributions to Emotion Regulation Ability. J Youth Adolesc 2024; 53:53-66. [PMID: 37684429 DOI: 10.1007/s10964-023-01855-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 08/21/2023] [Indexed: 09/10/2023]
Abstract
During early adolescence, parental influence diminishes, whereas friends' influence increases in shaping emotion regulation abilities. However, it is unclear how parents and friends jointly contribute to emotion regulation abilities and how their joint effects vary by gender. This study examines fathers, mothers, and friends as simultaneous emotional socializers and considers the young adolescents' gender. The analysis drew on 438 young Chinese adolescents (55.7% girls, Mage = 11.39, SD = 1.28) who participated in a longitudinal survey over one year. Results showed that parental and friend emotion socialization have both distinct and joint effects. Friends' responses provided a unique contribution to emotion regulation abilities across gender, whereas parents' responses displayed unique contributions among girls. In predicting girls' emotion regulation abilities, mothers' supportive responses explained the additional variance beyond friends' responses, whereas fathers' unsupportive responses moderated the predictive power of friends' responses. These findings clarify emotion-related socialization theories and emphasize the importance of gender specific prevention programs focusing on emotion socialization from both parents and friends in early adolescence.
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Affiliation(s)
- Juan Wang
- Institute of Developmental Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
- Vanke School of Public Health, Tsinghua University, Beijing, China
| | - Mingzhu Wang
- Faculty of Education, Shaanxi Normal University, Xi'an, China
| | - Xiaopeng Du
- Department of Psychology, School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China.
| | | | - Ke Hou
- Journal of Beijing Normal University, Beijing Normal University, Beijing, China
| | - Hong Zou
- Institute of Developmental Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
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Jing B, Michiyo K. Associations Between Adult Attachment, Maternal Emotion Socialization and Child Behavior. Psychol Rep 2023:332941231218422. [PMID: 38048071 DOI: 10.1177/00332941231218422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2023]
Abstract
BACKGROUND Attachment theories suggest that the adult attachment styles of mothers may influence behavior problems among their children; however, empirical studies examining the direct role of maternal adult attachment styles and the mechanisms through emotion-related parenting are scarce. OBJECTIVE This study examined the influence of maternal adult attachment styles and emotion-related parenting on child internalizing and externalizing problems. METHODS The participants were 409 mothers with children aged 4-5 years. A questionnaire survey was conducted to obtain their adult attachment styles to their mothers, maternal emotion socialization, and their children's behavior problems. RESULTS The results of structural equation modelling (SEM) analyses revealed that maternal adult attachment influenced child behavior problems directly and indirectly through maternal emotion socialization. (1) Maternal attachment anxiety directly affected child externalizing problems, and indirectly affected them via mothers' higher unsupportive emotion socialization (dismissing and dysfunction). Moreover, attachment anxiety influenced child internalizing problems directly, and indirectly via mothers' higher unsupportive emotion socialization (dysfunction). (2) Furthermore, attachment avoidance indirectly impacted child externalizing problems via mothers' lower supportive emotion socialization (coaching). CONCLUSIONS These results suggested that maternal adult attachment styles and emotion-related parenting have important implications for the development of child behaviors. Future interventions should target parental factors to mitigate the risk of behavior problems among preschoolers.
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Affiliation(s)
- Bao Jing
- Research and Education Centre for Mental Health, Shanghai Ocean University, Shanghai, China
| | - Kato Michiyo
- Course of Clinical Psychology, Graduate School of Education, Tohoku University, Sendai, Japan
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Do QB, McKone KMP, Hamilton JL, Stone LB, Ladouceur CD, Silk JS. The link between adolescent girls' interpersonal emotion regulation with parents and peers and depressive symptoms: A real-time investigation. Dev Psychopathol 2023:1-15. [PMID: 37933501 DOI: 10.1017/s0954579423001359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2023]
Abstract
Adolescents often experience heightened socioemotional sensitivity warranting their use of regulatory strategies. Yet, little is known about how key socializing agents help regulate teens' negative emotions in daily life and implications for long-term adjustment. We examined adolescent girls' interpersonal emotion regulation (IER) with parents and peers in response to negative social interactions, defined as parent and peer involvement in the teen's enactment of emotion regulation strategies. We also tested associations between rates of daily parental and peer IER and depressive symptoms, concurrently and one year later. Adolescent girls (N = 112; Mage = 12.39) at temperamental risk for depressive disorders completed a 16-day ecological momentary assessment protocol measuring reactivity to negative social interactions, parental and peer IER, and current negative affect. Results indicated that adolescents used more adaptive strategies with peers and more maladaptive strategies with parents in daily life. Both parental and peer IER down-regulated negative affect, reflected by girls' decreased likelihood of experiencing continued negative affect. Higher proportions of parental adaptive IER predicted reduced depressive symptoms one year later. Findings suggest that both parents and peers effectively help adolescent girls down-regulate everyday negative emotions; however, parents may offer more enduring benefits for long-term adjustment.
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Affiliation(s)
- Quyen B Do
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
| | | | | | - Lindsey B Stone
- Department of Psychology, Georgia Southern University, Statesboro, GA, USA
| | - Cecile D Ladouceur
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Jennifer S Silk
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
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Cui L, Sun Q, Way N, Waters TEA, Li X, Zhang C, Zhang G, Chen X, Okazaki S, Yoshikawa H. Prospective within-family bidirectional effects between parental emotion socialization practices and Chinese adolescents' psychosocial adjustment. Dev Psychopathol 2023; 35:1956-1967. [PMID: 35957559 DOI: 10.1017/s095457942200061x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Previous research indicates that parental emotion socialization (ES) practices play important roles in adolescents' social and emotional development. However, longitudinal studies testing bidirectional effects are relatively scarce. Additionally, most studies have focused on people from Western societies. In the current 3-year, multi-informant, longitudinal study of Chinese adolescents and their parents, we investigated prospective bidirectional effects between parental positive ES practices and adolescents' psychosocial adjustment (i.e., self-esteem and depressive symptoms). Adolescents (N = 710 at T1, 50% boys, Mage = 12.41, SD = 0.59) reported on parental positive ES practices and their own depressive symptoms and self-esteem when they were in 7th, 8th, and 9th grade. Mothers and fathers reported on their own use of positive ES practices at all three time points. We utilized a random intercept cross-lagged panel model to examine between- and within-family effects. Overall results showed robust effects of adolescent depressive symptoms on parental positive ES practices and bidirectional effects between parental ES and adolescent self-esteem. Effects differed by informants whether using adolescent-perceived data, or mother- or father-reported data. However, these child effects and bidirectional effects did not differ by adolescent sex. Our findings add to the understanding of parental ES and adolescent psychosocial adjustment.
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Affiliation(s)
- Lixian Cui
- Division of Arts and Sciences, NYU Shanghai, Shanghai, China
| | - Qian Sun
- Department of Psychology, Zhejiang Normal University, Zhejiang, China
| | - Niobe Way
- Department of Applied Psychology, New York University, New York, NY, USA
| | | | - Xuan Li
- Division of Arts and Sciences, NYU Shanghai, Shanghai, China
| | - Cong Zhang
- Department of Sociology, Fudan University, Shanghai, China
| | - Guangzhen Zhang
- Research Center for Learning Science, Southeast University, Nanjing, China
| | - Xinyin Chen
- Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USA
| | - Sumie Okazaki
- Department of Applied Psychology, New York University, New York, NY, USA
| | - Hirokazu Yoshikawa
- Department of Applied Psychology, New York University, New York, NY, USA
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Hale ME, Price NN, Borowski SK, Zeman JL. Adolescent emotion regulation trajectories: The influence of parent and friend emotion socialization. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:735-749. [PMID: 36740762 DOI: 10.1111/jora.12834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 12/22/2022] [Accepted: 01/15/2023] [Indexed: 06/18/2023]
Abstract
With mounting evidence demonstrating the link between child emotion regulation (ER) and emotion socialization, we conducted a longitudinal study to understand (a) emotion-specific trajectories of adolescent ER and (b) how specific parent and friend emotion socialization strategies impact ER over 4 years. Participants were 209 adolescents (52.5% girls; Mage = 12.66 years; 75.7% White) and their parents. Latent growth curve models identified unique trajectories for anger and sadness/worry regulation. Anger regulation increased across time, whereas sadness/worry regulation remained highly stable longitudinally, lacking variance for growth modeling. Friend emotion socialization emerged as a more salient predictor of anger regulation than parent emotion socialization. Friend reward, override, and punish responses predicted initial levels. Friend punish and parent magnify responses predicted the slope.
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Affiliation(s)
- Molly E Hale
- Department of Psychology, University of Georgia, Athens, Georgia, USA
| | - Natalee N Price
- Department of Psychology, Miami University, Oxford, Ohio, USA
| | - Sarah K Borowski
- Department of Psychology, Lehigh University, Pennsylvania, Bethlehem, USA
| | - Janice L Zeman
- Department of Psychological Sciences, William & Mary, Williamsburg, Virginia, USA
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Ratliff EL, Morris AS, Cui L, Jespersen JE, Silk JS, Criss MM. Supportive parent-adolescent relationships as a foundation for adolescent emotion regulation and adjustment. Front Psychol 2023; 14:1193449. [PMID: 37546468 PMCID: PMC10400008 DOI: 10.3389/fpsyg.2023.1193449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Accepted: 07/05/2023] [Indexed: 08/08/2023] Open
Abstract
Introduction The purpose of this investigation was to examine the influence of supportive parent-adolescent relationships on adolescent adjustment (i.e., prosocial behavior, aggression, depressive symptoms) both directly and indirectly (via adolescent emotion regulation). Scholars have posited that adolescent emotion regulation (ER) may serve as an underlying mechanism in the link between parenting and adolescent adjustment. Supportive parent-adolescent relationships (i.e., openness, acceptance, emotional responsiveness) may be a key emotion socialization mechanism influencing adolescent ER. Methods The sample included 206 adolescents (Age Range= 10-18years; 51% female; 70.4% ethnic minorities) and one primary caregiver (83.3% biological mothers, 38.7% single parents). Structural equation modeling (SEM) was implemented to investigate the direct and indirect (via adolescent ER) effects of supportive parent-adolescent relationships on adolescent adjustment. We also explored whether these indirect and direct effects varied by adolescent sex and age. Results Results suggested direct and indirect (via adolescent ER) links between supportive parent-adolescent relationships and adolescent prosocial behavior, aggressive behavior, and depressive symptoms. Moreover, evidence indicated that many of these pathways were significant for boys but not girls. No evidence of youth age as a moderator was found. Discussion These findings highlight the important role supportive parent-adolescent relationships play in adolescent emotional and behavioral adjustment. Parenting programs could focus on facilitating a mutually responsive parent-adolescent relationship with a specific focus on the dynamic nature of emotion socialization during adolescence.
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Affiliation(s)
- Erin L. Ratliff
- Department of Pharmacology and Physiology, Oklahoma State University Center for Health Science, Tulsa, OK, United States
| | - Amanda S. Morris
- Department of Psychology, Oklahoma State University, Stillwater, OK, United States
| | - Lixian Cui
- Division of Arts and Sciences, New York University, Shanghai, China
| | - Jens E. Jespersen
- Department of Psychiatry and Behavioral Sciences, Oklahoma State University Center for Health Science, Tulsa, OK, United States
| | - Jennifer S. Silk
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, United States
| | - Michael M. Criss
- Department of Human Development and Family Science, Oklahoma State University, Tulsa, OK, United States
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Howe SL, Zimmer-Gembeck MJ. Maternal socialization profiles, child gender, and later child regulation and internalizing symptoms. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/04/2023]
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12
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Hale ME, Zeman JL. Parent and friend emotion socialization in adolescence: The path to internalizing symptoms. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101513] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
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13
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Parent-Child Discrepancies in Perceived Parental Emotion Socialization: Associations with Children's Internalizing and Externalizing Problems in Chinese Families. J Youth Adolesc 2023; 52:547-560. [PMID: 36427160 DOI: 10.1007/s10964-022-01711-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 11/09/2022] [Indexed: 11/27/2022]
Abstract
Parental emotion socialization is highly associated with children's internalizing and externalizing problems. However, research on parent-child discrepancies in parental emotion socialization perceptions and their relationship with children's developmental outcomes remains limited. This study explores the relationship between parent-child discrepancies in their reports of parental emotion socialization and children's internalizing/externalizing problems in Chinese families. The participants were 390 children (55% girls, Mage = 11.70 years, SDage = 1.17) and their primary caregivers (68% mother, Mage = 39.52 years, SDage = 5.23). A latent profile analysis identified three profiles of parent-child discrepancies in supportive parental emotion socialization and four profiles in non-supportive parental emotion socialization. Children with more negative perceptions of parental emotion socialization than their parents exhibited the most internalizing and externalizing problems. The parent-child perception difference of the supportive dimension connected to internalizing and externalizing problems, while the perception difference of the non-supportive dimension connected only to internalizing problems. These findings advocate for the conceptualization of perceptions of parent-child discrepancies within family dynamics, which may predict children's developmental outcomes.
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Zhang Y, Zhou M, Zhang X. What really matters? Comparing parents’ and adolescents’ perceptions of parental meta-emotion philosophy as predictors of adolescents’ positive mental health. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04346-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
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15
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Li S, Tang Y, Zheng Y. How the home learning environment contributes to children's social-emotional competence: A moderated mediation model. Front Psychol 2023; 14:1065978. [PMID: 36865364 PMCID: PMC9971822 DOI: 10.3389/fpsyg.2023.1065978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 01/27/2023] [Indexed: 02/16/2023] Open
Abstract
Introduction The home learning environment is the earliest contact learning environment in early childhood development, which plays an important role in the development of children's social-emotional competence. However, previous studies have not clarified the precise mechanisms by which the home learning environment influences children's social-emotional competence. Therefore, the purpose of the study is to explore the relationship between the home learning environment and its intrinsic structure (i.e. structural family characteristics, parental beliefs and interests, and the educational processes) and children's social-emotional competence, and whether gender plays a moderating role in the relationship. Method The study randomly selected a sample of 443 children from 14 kindergartens in western China. The Home Learning Environment Questionnaire and the Chinese Inventory of Children's Social-emotional competence scale were used to investigate the home learning environment and social-emotional competence of these children. Results (1) Structural family characteristics and parental beliefs and interests both had a significant positive predictive effect on children's social-emotional competence. (2) The educational processes fully mediate between structural family characteristics, parental beliefs and interests, and children's social-emotional competence. (3) Gender moderated the effect of the home learning environment on children's social-emotional competence. Gender moderates not only the indirect effects between parental beliefs and interests and children's social-emotional competence, but also the indirect effects between structural family characteristics and children's social-emotional competence. At the same time, gender also moderated the direct effects between parental beliefs and interests and children's social-emotional competence. Discussion The results emphasize the crucial role of the home learning environment in the development of children's early social-emotional competence. Therefore, parents should pay attention to the home learning environment and improve their ability to create a home learning environment that promotes the positive development of children's social-emotional competence.
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Affiliation(s)
| | - Yu Tang
- *Correspondence: Shaomei Li,
| | - Yuxin Zheng
- Faculty of Education, Shannxi Normal University, Xi’an, Shaanxi Province, China
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Commonality and Specificity in Chinese Parental Emotion Socialization and Adolescents' Psychological Functioning: A Bifactor Approach. Res Child Adolesc Psychopathol 2023; 51:743-760. [PMID: 36607475 DOI: 10.1007/s10802-022-01017-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2022] [Indexed: 01/07/2023]
Abstract
Understanding of the conceptual relations among different parental emotion socialization processes (i.e., whether and how they are distinct or share common components) and their developmental implications for adolescents is limited, especially within Asian cultural contexts. Guided by the parental emotion socialization framework, this study aimed to: (1) investigate a conceptual model that delineates general and specific components in parental emotion socialization with both adolescents and parents within a contemporary Asian cultural context-Beijing, China, and (2) examine whether the common and specific processes predicted adolescents' psychological functioning six months later for both informants. Participants included 1486 Chinese adolescents (Mage = 15.11 years; 52.6% males) and their primary caregivers (Mage = 44.93 years; 44.9% males). Both adolescents and parents self-reported on parental emotion socialization and adolescents completed a measure of their psychological functioning at two time-points. We evaluated the fit of one-factor, first-order factor, and bifactor models for both informants separately. Results indicated a good fit of the bifactor model with a proposed general factor of parent meta-emotion philosophy and specific factors of parental reaction and emotional expressivity, with partial factorial invariance of the parental reaction factor across informants. The common and specific factors uniquely predicted adolescents' psychological functioning. Findings inform the parental emotion socialization framework, particularly our conceptual understanding of the different processes with Asian samples, and have practical implications for the design and implementation of comprehensive and culturally relevant parenting interventions in support of adolescent psychological functioning.
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Islamiah N, Breinholst S, Walczak MA, Esbjørn BH. The role of fathers in children's emotion regulation development: A systematic review. INFANT AND CHILD DEVELOPMENT 2023. [DOI: 10.1002/icd.2397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Affiliation(s)
- Nur Islamiah
- Department of Family and Consumer Sciences IPB University Bogor Indonesia
- Department of Psychology University of Copenhagen København K Denmark
| | - Sonja Breinholst
- Department of Psychology University of Copenhagen København K Denmark
| | - Monika A. Walczak
- Department of Psychology University of Copenhagen København K Denmark
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Kallay E, Cheie L. “Can I still blame my parents?” Links between perceived parenting, cognitive emotion regulation strategies, and adolescent mental health. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03721-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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19
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Miller‐Slough RL, Zhu D, Garner PW, Dunsmore JC. Parents’ and friends’ responses to discrete negative emotions: Associations with adolescent emotional experiences. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
| | - Danhua Zhu
- Department of Psychological, Health & Learning Sciences University of Houston Houston Texas USA
| | - Pamela W. Garner
- School of Integrative Studies and Human Development and Family Science George Mason University Fairfax Virginia USA
| | - Julie C. Dunsmore
- Department of Psychological, Health & Learning Sciences University of Houston Houston Texas USA
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20
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Wang Q, Zhao J. Emotional maltreatment and left-behind adolescents’ loneliness in rural China: The moderating role of peer acceptance. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03263-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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21
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Kerr KL, Ratliff EL, Cohen ZP, Fuller S, Cosgrove KT, DeVille DC, Misaki M, Morris AS, Bodurka J. Real-Time Functional Magnetic Resonance Imaging Dyadic Neurofeedback for Emotion Regulation: A Proof-of-Concept Study. Front Hum Neurosci 2022; 16:910951. [PMID: 35721350 PMCID: PMC9204632 DOI: 10.3389/fnhum.2022.910951] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Accepted: 05/09/2022] [Indexed: 11/17/2022] Open
Abstract
Real-time fMRI (rt-fMRI) neurofeedback can be used to non-invasively modulate brain activity and has shown initial effectiveness in symptom reduction for psychiatric disorders. Neurofeedback paradigms often target the neurocircuitry underlying emotion regulation, as difficulties with emotion regulation are common across many psychiatric conditions. Adolescence is a key period for the development of emotion regulation, with the parent-adolescent relationship providing an important context for learning how to modulate one's emotions. Here, we present evidence for a novel extension of rt-fMRI neurofeedback wherein a second person (the parent) views neurofeedback from the focal participant (adolescent) and attempts to regulate the other person's brain activity. In this proof-of-concept study, mother-adolescent dyads (n = 6; all female) participated in a dyadic neurofeedback protocol, during which they communicated via active noise-canceling microphones and headphones. During the scan, adolescents described current emotionally upsetting situations in their lives, and their mothers responded while viewing neurofeedback from the adolescent's right anterior insular cortex (aIC)-a key hub for emotion-related processing. The mother was instructed to supportively respond to her daughter's negative emotions and attempt to downregulate the aIC activity. Mean right aIC activation during each run was calculated for each adolescent participant, and results revealed a downward trend across the session (β = -0.17, SE β = 0.19, Cohen's f 2 = 0.03). Results of this proof-of-concept study support further research using dyadic neurofeedback to target emotion-related processing. Future applications may include therapist-client dyads and continued research with parents and children. Clinical Trial Registration [www.ClinicalTrials.gov], identifier [NCT03929263].
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Affiliation(s)
- Kara L. Kerr
- Department of Psychology, Oklahoma State University, Stillwater, OK, United States
- Oklahoma State University Biomedical Imaging Center, Tulsa, OK, United States
| | - Erin L. Ratliff
- Oklahoma State University Biomedical Imaging Center, Tulsa, OK, United States
- Department of Pharmacology and Physiology, Center for Health Sciences, Oklahoma State University, Tulsa, OK, United States
| | - Zsofia P. Cohen
- Department of Psychology, Oklahoma State University, Stillwater, OK, United States
- Oklahoma State University Biomedical Imaging Center, Tulsa, OK, United States
| | - Stormie Fuller
- Department of Behavioral Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Kelly T. Cosgrove
- Laureate Institute for Brain Research, Tulsa, OK, United States
- Department of Psychology, The University of Tulsa, Tulsa, OK, United States
| | - Danielle C. DeVille
- Department of Psychology, The University of Tulsa, Tulsa, OK, United States
- Department of Psychiatry, University of California, San Diego, San Diego, CA, United States
| | - Masaya Misaki
- Laureate Institute for Brain Research, Tulsa, OK, United States
| | - Amanda Sheffield Morris
- Department of Psychology, Oklahoma State University, Stillwater, OK, United States
- Oklahoma State University Biomedical Imaging Center, Tulsa, OK, United States
| | - Jerzy Bodurka
- Laureate Institute for Brain Research, Tulsa, OK, United States
- Stephenson School of Biomedical Engineering, The University of Oklahoma, Norman, OK, United States
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Ratliff EL, Kerr KL, Cosgrove KT, Simmons WK, Morris AS. The Role of Neurobiological Bases of Dyadic Emotion Regulation in the Development of Psychopathology: Cross-Brain Associations Between Parents and Children. Clin Child Fam Psychol Rev 2022; 25:5-18. [PMID: 35113318 DOI: 10.1007/s10567-022-00380-w] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/20/2022] [Indexed: 11/29/2022]
Abstract
Daily interactions between parents and children play a large role in children's emotional development and mental health. Thus, it is important to investigate the neural mechanisms underlying this association within the context of these dyadic social interactions. We suggest that examining cross-brain associations, coordinated brain responses, among parents and children increases our understanding of patterns of social and emotion-related processes that occur during parent-child interactions, which may influence the development of child emotion regulation and psychopathology. Therefore, we extend the Parent-Child Emotion Regulation Dynamics Model (Morris et al., in: Cole and Hollenstein (eds) Dynamics of emotion regulation: A matter of time, Taylor & Francis, 2018) to include cross-brain associations involved in dyadic emotion regulation during parent-child social emotional interactions and discuss how this model can inform future research and its broader applications.
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Affiliation(s)
- Erin L Ratliff
- Department of Human Development and Family Sciences, Oklahoma State University - Tulsa, 700 N. Greenwood Ave, Tulsa, OK, 74106-0700, USA
| | - Kara L Kerr
- Department of Psychology, Oklahoma State University - Stillwater, 118 Psychology Building, Stillwater, OK, 74078, USA
| | - Kelly T Cosgrove
- Laureate Institute for Brain Research, 6655 S. Yale Ave., Tulsa, OK, 74136, USA.,Department of Psychology, University of Tulsa, 800 S. Tucker Dr., Tulsa, OK, 74104, USA
| | - W Kyle Simmons
- Department of Pharmacology and Physiology, Center for Health Sciences, Oklahoma State University, 1111 W. 17th St., Tulsa, OK, 74107, USA
| | - Amanda Sheffield Morris
- Department of Human Development and Family Sciences, Oklahoma State University - Tulsa, 700 N. Greenwood Ave, Tulsa, OK, 74106-0700, USA. .,Department of Psychology, Oklahoma State University - Stillwater, 118 Psychology Building, Stillwater, OK, 74078, USA.
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23
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Ding R, He W, Wang Q, Qi Z. Communicating emotional distress experienced by adolescents between adolescents and their mothers: Patterns and links with adolescents' emotional distress. J Affect Disord 2022; 298:35-46. [PMID: 34808136 DOI: 10.1016/j.jad.2021.11.051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 07/07/2021] [Accepted: 11/16/2021] [Indexed: 01/10/2023]
Abstract
This research proposes the construct of Communication Patterns of adolescents' emotional distress (CPAED) between adolescents and their parents, describing situations in which open or defective dialog about adolescents' emotions following distressful events are formed between adolescents and their parents. By addressing adolescents' perceptions of CPAED in adolescents and their mothers, we developed a valid and reliable scale to assess the hypothesized CPAED theoretical framework. Factor analyses in Study 1 (EFA; N = 257, Mage = 15.66 years old, SD = 0.35) and Study 2 (CFA; initial N = 684; Mage = 14.08, SD = 0.45) suggested three factors: a) Active and Reactive Emotion Sharing (ARES), referring to adolescents' active sharing of emotion or reactive sharing in the face of maternal inquiry; b) Lack of Solicitation by mothers (LS), tracking mothers' avoidance of communication; and c) Lack of Response by adolescents (LR), describing adolescents' avoidance of communication even when asked by mothers. Moreover, Study 2 documented that CPAED were linked to maternal emotion socialization practices (i.e., emotion expressivity and responses to adolescents' negative emotions) and adolescents' negative emotion expression. Study 2 found that ARES predicted decreased emotional distress in adolescents, whereas LS and LR predicted increased emotional distress accordingly; and the three factors of CPAED incrementally predicted adolescents' emotional distress over and beyond other theoretically relevant predictors.
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Affiliation(s)
- Ruyi Ding
- Tsinghua Shenzhen International Graduate School, Tsinghua University, University Town of Shenzhen, Nanshan District, Shenzhen 518055, PR China; Department of Psychology, The Chinese University of Hong Kong, Shatin, NT, Hong Kong Special Administrative Region, PR China.
| | - Wei He
- Nanshan Educational Science Institute of Shenzhen, Nanshan District, Shenzhen 518052, PR China.
| | - Qian Wang
- Department of Psychology, The Chinese University of Hong Kong, Shatin, NT, Hong Kong Special Administrative Region, PR China
| | - Zixuan Qi
- Department of Psychology, University College London, 26 Bedfordway, London WC1H 0AP, United Kingdom
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24
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Childhood ADHD Symptoms, Parent Emotion Socialization, and Adolescent Peer Problems: Indirect Effects Through Emotion Dysregulation. J Youth Adolesc 2021; 50:2519-2532. [PMID: 34623567 DOI: 10.1007/s10964-021-01510-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 09/21/2021] [Indexed: 10/20/2022]
Abstract
Although parent reactions to children's negative emotions are important to the development of adolescent social and emotional functioning, there is a lack of research examining this aspect of parenting in samples that include youth with attention-deficit/hyperactivity disorder (ADHD). This study addresses this gap in the research by examining the independent effects of childhood ADHD symptoms and parent reactions to negative emotions in the longitudinal prediction of adolescent emotion dysregulation and peer problems. A sample of 124 youth (52% female) with and without clinical elevations in ADHD symptoms were assessed in childhood (8-12 years; M = 10.50) and followed up 5-6 years later in adolescence (13-18 years; M = 16.15). Path models tested the direct effects of childhood ADHD symptoms, supportive parent reactions, and non-supportive parent reactions on adolescent peer problems (friendship quality, deviant peer affiliation, peer aggression) and the indirect effects via adolescent emotion dysregulation. Emotion dysregulation mediated the effects of greater ADHD symptoms and of less parent supportive reactions on adolescent peer problems; parent reactions also independently predicted specific adolescent peer problems. Even for youth with clinical elevations in ADHD symptoms, parent reactions to children's negative emotions may be important in understanding adolescent emotion dysregulation and peer problems.
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25
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Zhao J, Sun X, Wang Q. Emotional neglect and depressive symptoms of left-behind adolescents: The role of friendship quality and gender. J Affect Disord 2021; 295:377-383. [PMID: 34492430 DOI: 10.1016/j.jad.2021.08.073] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 07/09/2021] [Accepted: 08/25/2021] [Indexed: 10/20/2022]
Abstract
BACKGROUND Emotional neglect is a risk factor for adolescents' depression. In migrant families, long-term parent-child separation increases the possibility of left-behind adolescents experiencing emotional neglect, making it an important risk factor for the occurrence and development of depressive symptoms among left-behind adolescents. Moreover, there has been a dearth of work on protective factors against the harmful impacts of emotional neglect on left-behind adolescents' depressive symptoms. To address this gap, the protective roles of friendship quality and gender differences were also examined. METHODS A total of 1802 Chinese rural adolescents completed self-report standardized scales that measured emotional neglect, friendship quality and depressive symptoms. RESULTS Emotional neglect was positively associated with adolescents' depressive symptoms, but the predictive power of emotional neglect for depressive symptoms varied with left-behind status and gender. Furthermore, friendship quality was not only negatively associated with adolescents' depressive symptoms, but also buffered the negative impact of emotional neglect on depressive symptoms among girls from both-parent migrant families. LIMITATIONS This study was limited by the cross-sectional data, the methods of self-reporting, the lack of adolescents from mother-only families, and a potential nesting structure. CONCLUSIONS These findings provide important implications for intervention programs that are targeted toward reducing the impact of emotional neglect on left-behind adolescents.
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Affiliation(s)
- Jingxin Zhao
- Department of Psychology, Shandong Normal University, Jinan, China.
| | - Xiaohan Sun
- Department of Psychology, Shandong Normal University, Jinan, China
| | - Qian Wang
- Department of Psychology, Shandong Normal University, Jinan, China
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Morris AS, Ratliff EL, Cosgrove KT, Steinberg L. We Know Even More Things: A Decade Review of Parenting Research. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:870-888. [PMID: 34820951 PMCID: PMC8630733 DOI: 10.1111/jora.12641] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
In this article, we highlight the important ideas that have emerged from research on parenting and adolescent development over the past decade. Beginning with research on authoritative parenting, we examine key elements of this parenting style and its influence across diverse contexts and populations. We turn our attention to four topics that have generated much research in the past decade: (1) how parenting contributes to adolescent peer and romantic relationships; (2) the impact of parenting on adolescent brain development; (3) gene-environment interactions in parenting research; and (4) parents' involvement in adolescents' social media use. We discuss contemporary challenges and ways parents can promote healthy development. We consider the integration of research, practice, and policy that best supports parents and adolescents.
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Affiliation(s)
- Amanda Sheffield Morris
- Department of Human Development and Family Sciences, Oklahoma State University - Tulsa, 700 N. Greenwood Ave., Tulsa, OK 74106, USA
| | - Erin L. Ratliff
- Department of Human Development and Family Sciences, Oklahoma State University - Tulsa, 700 N. Greenwood Ave., Tulsa, OK 74106, USA
| | - Kelly T. Cosgrove
- Department of Psychology, University of Tulsa, 800 S. Tucker Dr. Tulsa, OK 74104, USA
| | - Laurence Steinberg
- Department of Psychology, Temple University, 1701 N 13th St, Philadelphia, PA 19122, USA
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Cui L, Zhang X, Han ZR. Perceived Child Difficultness, Emotion Dysregulation, and Emotion-Related Parenting among Chinese Parents. FAMILY PROCESS 2021; 60:1403-1417. [PMID: 33544435 DOI: 10.1111/famp.12638] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This study investigated the integrative effects of parents' perceptions of child difficultness and parental emotion dysregulation on emotion-related parenting among a group of Chinese parents of school-age children. One hundred and fifty parent-child dyads (121 biological mothers and 29 biological fathers as primary caregivers; Mage = 39.22 years) from urban Beijing, China participated in the study. Parents reported on their own emotion dysregulation and their children's difficultness, as well as their emotion socialization practices. Children (Mage = 8.54 years; ranged from 6 to 12 years) reported on their parents' use of psychological control strategies. Main and interactive effects were tested using path analysis. Results indicated that parents' perceived child difficultness was negatively associated with supportive reactions to children's expression of negative emotions, and parental emotion dysregulation was positively associated with unsupportive reactions. When parents perceived their children to be difficult and also reported emotion regulation difficulties of their own, they showed the highest levels of psychological control (child reports). These findings suggest differential effects of parent cognition and emotion on supportive and unsupportive reactions to children's negative emotions. Both cognition and emotion play important roles in relation to parents' use of psychological control.
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Affiliation(s)
- Lixian Cui
- Division of Arts and Sciences, NYU Shanghai, Shanghai, China
- NYU-ECNU Institute for Social Development at NYU Shanghai, Shanghai, China
| | - Xutong Zhang
- Department of Human Development and Family Studies, Pennsylvania State University, University Park, PA, USA
| | - Zhuo Rachel Han
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, China
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Silvers JA. Adolescence as a pivotal period for emotion regulation development for consideration at current opinion in psychology. Curr Opin Psychol 2021; 44:258-263. [PMID: 34781238 DOI: 10.1016/j.copsyc.2021.09.023] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 09/27/2021] [Accepted: 09/29/2021] [Indexed: 11/30/2022]
Abstract
Adolescence is a dynamic period for the development of emotion regulation. For many individuals, emotion regulation skills improve dramatically during adolescence; however, for some youth, adolescence marks the beginning or worsening of psychopathology characterized by difficulties with emotion regulation. In the present review, I describe evidence that caregiving experiences play an outsized role in shaping interindividual variability in emotion regulation during adolescence. After describing work demonstrating links between caregiving - with an emphasis on parental socialization practices - and emotion regulation outcomes, I characterize our current understanding of how behavioral and neurobiological indices of emotion regulation develop normatively across adolescence. Using cognitive reappraisal as an exemplar emotion regulation strategy, I outline ways that caregiving might impact interindividual variability in emotion regulation neurodevelopment. I conclude by identifying two key future directions for adolescent emotion regulation research.
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Affiliation(s)
- Jennifer A Silvers
- Department of Psychology, University of California, Los Angeles, California, 90095, USA.
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29
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Beaudoin MJ, Poirier N, Nader-Grosbois N. Relationships Between Mother-Child Conversations About Emotion and Socioemotional Development of Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:4022-4034. [PMID: 34524585 DOI: 10.1007/s10803-021-05267-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/29/2021] [Indexed: 10/20/2022]
Abstract
Mother-child emotion-related conversations, as a practice of parental socialization of emotion, can help children with autism spectrum disorder (ASD) develop socio-emotional skills. This study intends to explore relationships between mother-child conversations about emotions and socio-emotional skills of children with ASD by accounting for the moderating role of children personality traits and mothers' emotional openness. Mothers of children with ASD (n = 49) responded to five questionnaires describing their conversations about emotions, emotional openness as well as their child's socio-emotional skills and personality. We conducted hierarchical regression and moderation analyses. Our findings indicate that frequent mother-child conversations about emotions significantly predict higher emotional regulation and Theory of Mind (ToM) abilities in children with ASD (p < 0.05). Moreover, children's consciousness and openness to experience, along with mothers' emotional openness significantly moderate the relation between mother-child conversations about emotions and children's ToM skills (p < 0.05). Mother-child conversations about emotions, as a practice of parental socialization of emotion, could be beneficial for children with ASD. Children's personality traits and mothers' openness to emotion may act as a protective factor of ToM skills in children with ASD.
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Affiliation(s)
- Marie-Joëlle Beaudoin
- Université du Québec à Montréal, C.P. 8888, Succursale Centre-Ville, Montréal, Québec, H3C 3P8, Canada.
| | - Nathalie Poirier
- Université du Québec à Montréal, C.P. 8888, Succursale Centre-Ville, Montréal, Québec, H3C 3P8, Canada
| | - Nathalie Nader-Grosbois
- Université Catholique de Louvain, Place de l'Université 1, Ottignies-Louvain-la-Neuve, 1348, Belgium
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30
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Deno M, Iimura S, Endo T. Reliability and validity of the Emotions as a Child Scale in Japanese children and adolescents: Focusing on children’s anger. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02136-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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31
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Ratliff EL, Kerr KL, Misaki M, Cosgrove KT, Moore AJ, DeVille DC, Silk JS, Barch DM, Tapert SF, Simmons WK, Bodurka J, Morris AS. Into the Unknown: Examining Neural Representations of Parent-Adolescent Interactions. Child Dev 2021; 92:e1361-e1376. [PMID: 34291820 DOI: 10.1111/cdev.13635] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2020] [Revised: 05/14/2021] [Accepted: 06/07/2021] [Indexed: 11/29/2022]
Abstract
The parent-adolescent relationship is important for adolescents' emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent-adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)-concurrent and time-lagged connectivity between two individuals' brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | - Jerzy Bodurka
- Laureate Institute for Brain Research.,University of Oklahoma
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32
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Zhang Y, Sun J, Qiao S, Wang Y. WITHDRAWN: Assessing the risks of teenagers' socialization and exploring the healthy personality development under the backgrounds of internet society and time-space transformation. Work 2021:WOR205353. [PMID: 34308922 DOI: 10.3233/wor-205353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Ahead of Print article withdrawn by publisher.
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Affiliation(s)
- Yushi Zhang
- School of Marxism, Liaoning Normal University, Dalian, China
| | - Jun Sun
- School of Management, Dalian Polytechnic University, Dalian, China
| | - Shuang Qiao
- School of Management, Dalian Polytechnic University, Dalian, China
| | - Yijiang Wang
- College of Social Science, University of Southampton, Southampton, United Kingdom
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Parent and Peer Emotion Responsivity Styles: An Extension of Gottman's Emotion Socialization Parenting Typologies. CHILDREN-BASEL 2021; 8:children8050319. [PMID: 33921937 PMCID: PMC8143508 DOI: 10.3390/children8050319] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 04/20/2021] [Indexed: 11/17/2022]
Abstract
This theoretical paper introduces six emotion socialization typologies that can be used for designating emotion responsivity styles of parents and peers of children in middle childhood, referred to as Parent and Peer Emotion Responsivity Styles (PPERS). This typology draws on theoretical foundations of meta-emotion and emotion socialization. These typologies are compliment with and extend Gottman's emotion-based parenting styles, as they are organized generally by whether the response is more positive or more negative and whether the response is more emotionally constructive or destructive, but extend the four styles to include whether the parent or peer targets the emotion directly when responding to a child's emotions, or whether they target the emotion-related behavior. On the positive end, there is the Emotion Constructive style, which targets the child's emotions directly. The other two positive styles include Emotion Responsive and Emotion Acceptive, which target the child's emotional behaviors with higher or lower levels of activity. On the negative side, there is the Emotion Destructive style which is employed to target the emotion itself, while the Emotion Punitive and Emotion Dismissive styles target the child's emotion-related behavior with varying levels of activity. Implications for the development and study of these theoretical typologies are discussed.
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34
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Michalek JE, Lisi M, Awad D, Hadfield K, Mareschal I, Dajani R. The Effects of a Reading-Based Intervention on Emotion Processing in Children Who Have Suffered Early Adversity and War Related Trauma. Front Psychol 2021; 12:613754. [PMID: 33841247 PMCID: PMC8024483 DOI: 10.3389/fpsyg.2021.613754] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2020] [Accepted: 03/02/2021] [Indexed: 12/31/2022] Open
Abstract
Early adversity and trauma can have profound effects on children's affective development and mental health outcomes. Interventions that improve mental health and socioemotional development are essential to mitigate these effects. We conducted a pilot study examining whether a reading-based program (We Love Reading) improves emotion recognition and mental health through socialization in Syrian refugee (n = 49) and Jordanian non-refugee children (n = 45) aged 7-12 years old (M = 8.9, 57% girls) living in Jordan. To measure emotion recognition, children classified the expression in faces morphed between two emotions (happy-sad and fear-anger), while mental health was assessed using survey measures of optimism, depression, anxiety, distress, and insecurity. Prior to the intervention, both groups of children were significantly biased to interpret ambiguous facial expressions as sad, while there was no clear bias on the fear-anger spectrum. Following the intervention, we found changes in Syrian refugee children's bias in emotion recognition away from sad facial expressions, although this returned to pre-intervention levels 2 months after the end of the program. This shift in the bias away from sad facial expressions was not associated with changes in self-reported mental health symptoms. These results suggest a potential positive role of the reading intervention on affective development, but further research is required to determine the longer-term impacts of the program.
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Affiliation(s)
- Julia E. Michalek
- Department of Biological and Experimental Psychology, Queen Mary University of London, London, United Kingdom
| | - Matteo Lisi
- Department of Psychology, University of Essex, Colchester, United Kingdom
| | - Deema Awad
- Department of Biological and Experimental Psychology, Queen Mary University of London, London, United Kingdom
| | | | - Isabelle Mareschal
- Department of Biological and Experimental Psychology, Queen Mary University of London, London, United Kingdom
| | - Rana Dajani
- Biology and Biotechnology Department, Hashemite University, Zarqa, Jordan
- Jepson School of Leadership Studies, University of Richmond, Richmond, VA, United States
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Eisenberg N. Findings, issues, and new directions for research on emotion socialization. Dev Psychol 2020; 56:664-670. [PMID: 32077732 DOI: 10.1037/dev0000906] [Citation(s) in RCA: 56] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This special issue consists of 20 articles that focus on issues related to Eisenberg and colleagues' (Eisenberg, Cumberland, & Spinrad, 1998; Eisenberg, Spinrad, & Cumberland, 1998) model of emotion socialization processes and its relevance for understanding a range of aspects of children's socioemotional functioning. The various papers have addressed a variety of issues including key mediating pathways, predictions of emotion-related socialization behaviors, moderators of pathways, and various potential outcomes of emotion-related socialization behaviors. Methods used in the articles include experimental interventions and nonexperimental longitudinal studies. The goals for this commentary include organizing the findings in this special issue to better highlight their relevance for the 1998 heuristic model and suggesting issues to consider in future research. Moreover, some gaps in the literature are noted. Finally, several minor changes to the model are suggested. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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