1
|
Edler K, Hoegler Dennis S, Wang L, Valentino K, Davies PT, Cummings EM. Family-level profiles of parental reactions to emotions: Longitudinal associations with multi-informant reports of adolescent internalizing and externalizing symptoms. Child Dev 2024. [PMID: 39133049 DOI: 10.1111/cdev.14154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/13/2024]
Abstract
Longitudinal study of associations between family-level emotion socialization and adolescent adjustment is limited. When American children (53.5% girls) were in second grade (N = 213; Mage = 7.98; data collected 2002-2003), mothers and fathers (79.8% of mothers and 74.2% of fathers were White) reported on their reactions to children's emotions; in seventh, eighth, and ninth grade (Mage = 13.03, 14.17, 15.29, respectively; data collected 2007-2010), adolescents, mothers, and fathers reported on adolescent internalizing and externalizing symptoms. Four family-level profiles of reactions were identified. Profile differences emerged, suggesting that the emotion dismissing profile was longitudinally associated with elevated adolescent internalizing and externalizing symptoms and that fathering may especially foster child adjustment for families in a divergence profile.
Collapse
Affiliation(s)
- Katherine Edler
- Department of Psychology, University of Notre Dame, Notre Dame, Indiana, USA
| | | | - Lijuan Wang
- Department of Psychology, University of Notre Dame, Notre Dame, Indiana, USA
| | - Kristin Valentino
- Department of Psychology, University of Notre Dame, Notre Dame, Indiana, USA
| | - Patrick T Davies
- Department of Psychology, University of Rochester, Rochester, New York, USA
| | - E Mark Cummings
- Department of Psychology, University of Notre Dame, Notre Dame, Indiana, USA
| |
Collapse
|
2
|
Rolo C, Diniz E, Babore A, Brandão T. Mothers' Responses to Children's Emotions and Children's Behavior: The Mediating Role of Children's Emotion Regulation. Eur J Investig Health Psychol Educ 2024; 14:1940-1952. [PMID: 39056644 PMCID: PMC11276502 DOI: 10.3390/ejihpe14070129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2024] [Revised: 05/29/2024] [Accepted: 06/21/2024] [Indexed: 07/28/2024] Open
Abstract
While prior research has clearly established links between maternal responses and children's emotion regulation (ER), the implications of these links for children's behaviors, especially at school (as reported by their teachers), remain much less explored. This study examined the mediating role of children's ER in the relationship between maternal reactions to both negative and positive emotions of children and the subsequent behaviors of these children at school. Participants included 56 Portuguese school-aged children (31 boys and 25 girls, aged 6-10 years, mean age = 8.27, SD = 1.27), their mothers (aged 26-55 years, mean age = 38.33, SD = 6.68), and their teachers (n = 7 female teachers) in a multi-informant study. Mothers provided reports on their responses to their children's emotions and their perceptions of the children's ER and lability/negativity, while teachers assessed the children's behavior in the classroom. The results indicated that punitive maternal reactions were associated with greater child lability/negativity, which in turn correlated with increased conduct problems and hyperactivity at school. Conversely, maternal encouragement of expression was linked to reduced lability/negativity, which was associated with fewer emotional symptoms at school. Additionally, maternal problem-focused reactions and guided/empowering responses were associated with reduced child lability/negativity, which in turn correlated with fewer conduct problems and less hyperactivity at school. These findings suggest that maternal responses to children's emotions can significantly influence children's behaviors in the classroom via mechanisms involving children's ER.
Collapse
Affiliation(s)
- Catarina Rolo
- Department of Psychology, Autonomous University of Lisbon, 1169-023 Lisbon, Portugal;
| | - Eva Diniz
- William James Center for Research, Ispa—Instituto Universitário, 1149-041 Lisbon, Portugal;
| | - Alessandra Babore
- Department of Psychological, Health and Territorial Sciences, School of Medicine and Health Sciences, University «G. d’Annunzio», 66100 Chieti, Italy;
| | - Tânia Brandão
- William James Center for Research, Ispa—Instituto Universitário, 1149-041 Lisbon, Portugal;
| |
Collapse
|
3
|
Ding R, Liu J, Luo Y, He W. Development and validation of a scale assessing parental varied responses to Chinese adolescents' negative emotions. J Clin Psychol 2023; 79:2823-2848. [PMID: 37597254 DOI: 10.1002/jclp.23586] [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] [Received: 09/17/2022] [Revised: 07/11/2023] [Accepted: 08/08/2023] [Indexed: 08/21/2023]
Abstract
OBJECTIVES Parental responses to children's negative emotions (PRCNE) constitute a critical construct in the study of emotion socialization in children and adolescents. The objective of this research was to develop and validate a concise scale for assessing how adolescents perceive PRCNE in a Chinese context, resulting in the creation of the parental varied responses to Chinese adolescents' negative emotions (PVRCANE) scale. The PVRCANE aims to evaluate seven forms of PRCNE, including the six types encompassed by the commonly used Coping with Children's Negative Emotions Scale-Adolescent Version (CCNES-AV), as well as an additional, culturally specific category frequently seen in Chinese families: didactic talk and teaching. METHODS In Study 1, a group of participants (N = 901, Mage = 13.39 years, SD = 0.92) completed the initial PVRCANE and the CCNES-Adolescent Version. In Study 2: A separate group of participants (N = 320, Mage = 13.54 years, SD = 0.57) filled in PVRCANE and scales evaluating parental socialization goals and adolescents' depressive symptoms. RESULTS In Study 1, factor analyses showed that a four-factor structure best fit the data, leading to the final version of the PVRCANE, which includes 35 items. PVRCANE scores exhibited good internal consistency (Omega > 0.79) and convergent validity, demonstrated by their close correlation with traditional CCNES scores. Study 2 confirmed the PVRCANE's measurement invariance for both male and female parents and demonstrated criterion validity by showing significant relationships between PVRCANE scores, parental socialization goals, and adolescents' symptoms of depression. CONCLUSION The PVRCANE is a brief, valid, and reliable scale for assessing PRCNE in Chinese adolescents. The study concludes with a discussion on future directions and how this research enhances the existing literature on emotion socialization, with a particular emphasis on the scale's potential application in other cultural settings.
Collapse
Affiliation(s)
- Ruyi Ding
- Department of Psychology, Sun Yat-Sen University, Guangzhou, China
- Tsinghua Shenzhen International Graduate School, Tsinghua University, Shenzhen, China
| | - Jin Liu
- Department of Educational and Developmental Science, College of Education, University of South Carolina, Columbia, South Carolina, USA
| | - Yuhan Luo
- School of Education, Minzu University of China, Beijing, China
| | - Wei He
- School of Leisure and Digital Sports, Guangzhou Sport University, Guangzhou, China
| |
Collapse
|
4
|
King GL, Macdonald JA, Greenwood CJ, Kehoe C, Dunsmore JC, Havighurst SS, Youssef GJ, Berkowitz TS, Westrupp EM. Profiles of parents' emotion socialization within a multinational sample of parents. Front Psychol 2023; 14:1161418. [PMID: 37637929 PMCID: PMC10447894 DOI: 10.3389/fpsyg.2023.1161418] [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: 02/08/2023] [Accepted: 07/17/2023] [Indexed: 08/29/2023] Open
Abstract
Introduction Seminal emotion socialization theories classify parents according to two patterns of parent emotion socialization processes: 'emotion coaching' (i.e., parents validate and teach children about emotions) versus 'emotion dismissing' parenting (i.e., parents minimize and dismiss their children's emotions). However, empirical evidence supporting this binary distinction of parents remains limited. Our objective was to investigate whether parents can be differentiated by distinct patterns in their (1) beliefs about children's emotions, (2) emotion regulation, and (3) emotion-related parenting practices. Method Participants were parents of children aged 4-10 years from the Child and Parent Emotion Study (N = 869) (https://bmjopen.bmj.com/content/10/10/e038124). Parents completed self-reported measures of emotion socialization processes via an online survey, which took 20-30 min to complete. Data included in the current study were collected May-August 2019. We conducted a latent profile analysis of parents' emotion socialization (13 indicators). To assess reliability of the profiles, we examined stability of the profiles across (1) parents of children in early versus middle childhood, and (2) fathers versus mothers, via measurement invariance testing. Further, to assess for construct validity of the profiles, we examined concurrent associations between six criterion constructs and parents' emotion socialization profiles. Results A three-profile model emerged characterizing parents by: (1) emotion coaching; (2) emotion dismissing; (3) emotion disengaged. There was strong support for construct validity and reliability. Discussion Our study provides empirical support for distinct differentiated classifications of emotion coaching and emotion dismissing parenting, aligned with emotion socialization theories. We further extend on extant theory and suggest a third 'emotion disengaged' classification, describing parents with moderate levels of emotion dismissing parenting and low levels of emotion coaching parenting. It should be noted that the profiles were derived with self-report data, therefore, data may have been biased by contextual factors. Furthermore, the study sample consisted of Western families from affluent backgrounds. The field should focus efforts on conducting person-centered studies with more diverse samples in future.
Collapse
Affiliation(s)
| | - Jacqui A. Macdonald
- School of Psychology, Deakin University, Geelong, VIC, Australia
- Centre for Social and Early Emotional Development, Deakin University, Geelong, VIC, Australia
- Department of Pediatrics, The University of Melbourne, Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
| | - Christopher J. Greenwood
- Centre for Social and Early Emotional Development, Deakin University, Geelong, VIC, Australia
- Department of Pediatrics, The University of Melbourne, Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
| | - Christiane Kehoe
- Mindful, Department of Psychiatry, The University of Melbourne, Melbourne, VIC, Australia
| | - Julie C. Dunsmore
- Human Development and Family Sciences, Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX, United States
| | - Sophie S. Havighurst
- Mindful, Department of Psychiatry, The University of Melbourne, Melbourne, VIC, Australia
| | - George J. Youssef
- School of Psychology, Deakin University, Geelong, VIC, Australia
- Department of Pediatrics, The University of Melbourne, Melbourne, VIC, Australia
| | | | - Elizabeth M. Westrupp
- School of Psychology, Deakin University, Geelong, VIC, Australia
- Centre for Social and Early Emotional Development, Deakin University, Geelong, VIC, Australia
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia
| |
Collapse
|