Emotion-Related Parenting Styles (ERPS): A Short Form for Measuring Parental Meta-Emotion Philosophy

Paterson, Ashley D.; Babb, Kimberley A.; Camodeca, Amy; Goodwin, Jacqueline; Hakim-Larson, Julie; Voelker, Sylvia; Gragg, Marcia N.

doi:10.1080/10409289.2011.569316

Cited by 41 publications

(28 citation statements)

References 37 publications

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“…Esta associação é adequada teoricamente, já que ambos os fatores pressupõem a aceitação da experiência de emoções negativas e parecem constituir estilos de socialização emocional que visam ajudar os filhos a lidar com as suas emoções negativas. À semelhança do que aconteceu em estudos prévios (Lee, 1999;Paterson et al, 2012), os fatores desvalorizador e reprovador da escala original aglutinaram-se num só. Deste modo, os itens destes fatores parecem representar apenas a rejeição da experiência emocional negativa, ao invés de dois estilos parentais distintos (Paterson et al, 2012 emoções, e ensina a identificá-las e a regulá-las.…”

Section: Resultsunclassified

Parenting scale self-test: study of psychometric properties

Matos

Costa

Pinheiro

et al. 2017

mill

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Marques, C. (2017). Parenting scale self-test: estudo da estrutura fatorial. Millenium, 2(2), 67-57. m 2 58 RESUMO Introdução: A Parenting Scale Self Test de Gottman e Declaire (1997) avalia o que os pais pensam sobre as emoções e a forma como lhes reagem e pretende determinar a forma pelo qual os pais ensinam os seus filhos a reconhecer, a expressar e a lidar com as emoções. Objetivo: O objetivo deste estudo é avaliar as propriedades psicométricas da PSST, nomeadamente a estrutura fatorial e a consistência interna. Métodos: A amostra consistiu em 355 pais (65.07% do género feminino e 34.93% do género masculino), cujos filhos adolescentes têm idades compreendidas entre os 14 e os 20 anos. A natureza do presente estudo é quantitativa, analítica e transversal. Foi realizada uma análise fatorial exploratória através do método de componentes principais com rotação direct oblimin. Resultados: A estrutura da escala revelou-se diferente da original, apresentando 3 fatores relativos aos estilos parentais face às emoções: fator 1-estilo reprovador (explica 13.75% da variância total); fator 2 -estilo explorador (explica 11.41% da variância total) e fator 3 -estilo aceitador (explica 6.27% variância total). A consistência interna da escala revelou valores de alfa de .87, .85 e .70, respetivamente. Conclusões: Esta investigação constitui um passo inicial no estudo e na adaptação das propriedades psicométricas da PSST numa amostra da população portuguesa, e é um importante contributo para futuras investigações e prática clínica.Palavras-chave: Estrutura fatorial; Parenting Scale Self-Test; Estilos parentais; Adolescentes ABSTRACT Introduction: The Parenting Scale Self-Test (Gottman & Declaire, 1997) evaluates what parents think about emotions and the way they react to them. It also tries to determine the ways by which the parents teach their children to recognize, express and deal with emotions. Objective: The aim of this study is to evaluate some psychometric properties of PSST, namely its factorial structure and internal consistency. Methods: The sample consisted of 335 parents (65.07% female and 34.93% male) whose children are between 14 and 20 years of age. The nature of the present study is quantitative, analytical and cross-sectional. An exploratory factorial analysis was conducted using the principal components method with direct oblimin rotation. Results: The structure of the scale changed from the original, presenting in the Portuguese sample three parenting styles towards emotions: 1 st factor -disapproving style (explaining 13.75% of total variance); 2 nd factor -explorer style (explaining 11.41% of total variance) and 3 rd factor -accepting style (explaining 6.72% of total variance). The internal consistency of the scale showed alpha values of .87, .85 and .70, respectively. Conclusions: This research constitutes an initial step in the study and adaptation of the psychometric properties of the PSST in a sample of the Portuguese population, and is an important contribution for future research and clinical practice.

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Section: Resultsunclassified

Parenting scale self-test: study of psychometric properties

Matos

Costa

Pinheiro

et al. 2017

mill

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“…If children express negative behaviors, parents who adopt the emotion coaching approach are likely to guide their children to express their emotions in more prosocial ways. In comparison, a meta-emotion approach of parental rejection of negative emotion may be defined as parents who do not guide their children's negative behaviors and emotions (Paterson et al, 2012). Parents who adopt a parental acceptance of negative emotion meta-emotion approach are those who encourage their children's emotions and behaviors, but do not offer guidance to their children about how they can positively express their emotions.…”

Section: Background Information About Meta-emotionmentioning

confidence: 99%

“…Parents who adopt a parental acceptance of negative emotion meta-emotion approach are those who encourage their children's emotions and behaviors, but do not offer guidance to their children about how they can positively express their emotions. Finally, parents who adopt a feelings of uncertainty/ ineffectiveness in emotion socialization meta-emotion approach are classified as those who may not know how to guide their children's emotions and behaviors (Paterson et al, 2012). As a result, these parents are not likely to guide their children's emotions or encourage their children's emotional expressions.…”

Section: Background Information About Meta-emotionmentioning

confidence: 99%

“…These categories include emotion coaching, parental rejection of negative emotion, parental acceptance of negative emotion, and feelings of uncertainty/ ineffectiveness in emotion socialization approaches. Each approach differs with the levels of guidance, encouragement of negative emotion, and acceptance of negative emotion that parents display towards their children in response to their children's behaviors (Paterson et al, 2012 Note. Parents who adopt a UI meta-emotion approach tend to passively reject their children's negative emotions (Paterson et al, 2012).…”

Section: Background Information About Meta-emotionmentioning

confidence: 99%

“…Specifically, parental stress was measured using the Parental Stress Scale (Berry & Jones, 1995); meta-emotion was measured by the Emotion Related Parenting Styles (ERPS) questionnaire (Paterson et al, 2012); outside support parents received was measured using the Social Outside Support Questionnaire (Sarason et al, 1983); and children's gender, the number of children in each family, children's ages, and demographic information of the participants (such as their genders, education levels, and income) were measured by a demographic form created by the principal investigator of the study.…”

Section: Instrumentsmentioning

confidence: 99%

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Factors that Influence Parents’ Meta-Emotion Approaches: Implications for Families

Mechler

McCarroll

2017

International Journal of Emerging Trends in Social Sciences

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This quantitative study investigated the concept of meta-emotion by examining factors that were associated with specific types of metaemotion approaches parents used. The main variables included parental stress, outside support, education levels. Other variables considered were number of children in the family, age of children, and children's gender. The concept of meta-emotion as well as the inclusion of these variables were important to investigate to further understand the factors that influenced parents' thoughts and reactions to their children's emotions and emotional responses. It was determined that 143 participants were needed. These participants were gathered by emails sent to students and faculty at Texas Woman's University. Participants were also gathered by dispersing flyers advertising the study in the Dallas-Fort Worth, Texas metroplex. Individuals who agreed to participate gave consent and then completed the anonymous online questionnaires through PsychData. Results yielded that parental stress was the only significant predictor of meta-emotion approaches.

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Effectiveness of a Multicomponent Parenting Intervention for Promoting Social-Emotional School Readiness Among Children From Low-Income Families in Hong Kong

et al. 2022

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IMPORTANCE Most parenting programs target parents of children with severe behavioral problems. There is limited evidence on the effectiveness of universal parenting programs, especially for families with low income.OBJECTIVE To evaluate the effectiveness of the KeySteps@JC Parent-Child Interaction Program for low-income families in Hong Kong. DESIGN, SETTING, AND PARTICIPANTSA parallel, unblinded, cluster, randomized clinical trial was conducted from September 2018 to June 2019. Eight participating preschools in Hong Kong were randomly assigned (1:1) using an online randomization plan generator into intervention (immediate) and waiting list control (delayed) groups. Intervention participants included the parents of children in kindergarten grade 1. The results were processed by an intention-to-treat analysis. INTERVENTIONS KeySteps@JC Parent-Child Interaction program.MAIN OUTCOMES AND MEASURES The primary outcome was child behavioral problems, which were assessed using the Strength and Difficulties Questionnaire. Secondary outcomes were parental emotion coaching, involvement in child reading and play, and parent stress levels, which were assessed using Chinese-validated versions of the Parent Reading Belief Inventory, the Chinese Parent-Child Interaction Scale, the Emotion-Related Parenting Styles, and the Parental Stress Scale questionnaires. Parents in the intervention group participated in a training program consisting of 20 weekly 1.5-hour sessions on child behavior management, emotion coaching, dialogic reading, and interactive play. The primary hypothesis was that child behavior problems would be reduced after the intervention. The main analysis was a mixed-method regression with group status as the independent variable. RESULTS A total of 267 parents (mean age, intervention group: 33.8 years; 95% CI, 32.9-34.7 years; waiting list group: 35.7 years; 95% CI, 34.5-36.9 years) participated in the program. The intervention group included 153 participants (57.3%), and the waiting list group included 114 participants (42.7%). Among the target children (mean age, intervention group: 3.5 years; 95% CI, 3.4-3.5 years; waiting list group: 3.4 years; 95% CI, 3.4-3.5 years), there were 88 boys (57.5%) in the intervention group and 59 boys (51.8%) in the waiting list group. At postintervention, the intervention group reported a statistically significant improvement in children's behavior (Cohen d, 0.29; 95% CI, 0.04-0.53); parents' use of emotion-coaching strategies, including feelings of uncertainty or ineffectiveness in emotion socialization (Cohen d, 0.26; 95% CI, 0.01-0.50) and parental rejection of negative emotion (Cohen d, 0.33; 95% CI, 0.08-0.57); and involvement in child reading (Cohen d, 0.17; 95% CI, −0.07 to 0.41). CONCLUSIONS AND RELEVANCEThe results of this randomized clinical trial provide promising evidence on the effectiveness of a multicomponent parenting intervention in preparing children from low-income families to be more socially and emotionally ready for school.

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Emotion-Related Parenting Styles (ERPS): A Short Form for Measuring Parental Meta-Emotion Philosophy

Cited by 41 publications

References 37 publications

Parenting scale self-test: study of psychometric properties

Parenting scale self-test: study of psychometric properties

Factors that Influence Parents’ Meta-Emotion Approaches: Implications for Families

Effectiveness of a Multicomponent Parenting Intervention for Promoting Social-Emotional School Readiness Among Children From Low-Income Families in Hong Kong

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