Examining the predictor effect of parents’ emotional literacy level on the emotion regulation and social problem-solving skills of children

Yükçü, Şuheda Bozkurt; Demircioğlu, Haktan

doi:10.1080/03004430.2020.1720671

Cited by 9 publications

(10 citation statements)

References 75 publications

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“…From 23 analyses, we classified the fathers' characteristics into five specific factors: father demographics, psychopathology, mental states, perception and behaviour regarding marriage and family relations, and work‐related exhaustion. Three analyses examined the relationship between the father's education and financial resources and child's ER (Bozkurt Yükçü & Demircioğlu, 2020; Cabrera et al, 2007; Li et al, 2019). In a longitudinal study involving a two‐, three‐, and five‐year‐old children, father's higher education was only associated with better child's ER at 2 and 3 years of age; meanwhile, fathers' higher financial resources were associated with better ER only in 5‐year‐old children (Cabrera et al, 2007).…”

Section: Resultsmentioning

confidence: 99%

The role of fathers in children's emotion regulation development: A systematic review

Islamiah

Breinholst

Walczak

et al. 2023

Infant and Child Development

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This systematic review summarizes the results of 43 studies that explored the potential role of fathers in emotion regulation (ER) development in children. Following a tripartite model, this review investigates the paternal modelling of ER strategies, emotion‐related paternal parenting practices, father–child emotional climate, and fathers' characteristics, by identifying 16 specific themes of paternal factors that could play a role in the child's ER development. Results show that while a large number of studies investigated father–child emotional climate and fathers' characteristics and their association with children's ER, the effects of paternal modelling and the father's emotion‐related parenting practices on children's ER are still understudied. This review reveals that several factors—fathers' modelling of ER strategies; positive reactions and support in responding to their child's expression of emotions; better quality of the father–child relationship; higher father–child attachment security; and positive parenting in terms of sensitivity, engagement, and expressiveness—had significant associations with children's higher ER skills. Conversely, fathers' psychopathology and harsh parenting were associated with poorer ER skills in children. Highlights This study summarized existing literature that explored the association between paternal factors and ER in children. The review showed some evidence supporting the paternal role in children's ER development. Fathers' role in the development of child's ER is most prominent in infancy and toddlerhood. Most paternal factors significantly associated with a child's ER reflected previous findings examining maternal factors.

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Section: Resultsmentioning

confidence: 99%

The role of fathers in children's emotion regulation development: A systematic review

Islamiah

Breinholst

Walczak

et al. 2023

Infant and Child Development

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“…If vocabulary learning is experiential ( Ponari et al, 2018 ), then it would be anticipated that understanding of certain words would vary according to this. Influencing factors might then include parental emotional literacy ( Bozkurt Yükçü and Demircioğlu, 2021 ) and exposure to conversations about emotions more generally ( Dunn et al, 1991 ). It is likely that many words will not reach 100% saturation across a child group and this is not something that should be looked for as a marker of year group competence.…”

Section: Discussionmentioning

confidence: 99%

Preliminary data on the development of emotion vocabulary in typically developing children (5–13 years) using an experimental psycholinguistic measure

Sturrock

Freed²

2023

Front. Psychol.

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IntroductionVocabulary of emotion is integral to emotional development and emotional intelligence is associated with improved mental health outcomes. Many language disordered groups experience emotional difficulties; Developmental Language Disorders, Attention Deficit Hyperactivity Disorder and autism. However, (as in the case of autism) research tends to focus on assessing recognition of emotional states, rather than exploring labeling skills. Where labeling is assessed, measures have focused on early-acquired vocabulary (happy, sad, angry) or self/parent reporting. To date, no objective assessment has been made of vocabulary of emotion across childhood.MethodsThis study uses an experimental psycholinguistic measure, The Emotion Vocabulary: Expressive and Receptive ability measure (EVER) which includes two tasks (receptive vocabulary and word generation/expressive vocabulary). This measure has capacity to demonstrate vocabulary growth across age groups. 171 participants (5.0–13.11 years) completed The EVER Measure, alongside two closely matched standardized measures of basic language: BPVS (receptive vocabulary task) and CELF (word-association task). Assessments were completed online and en vivo (COVID testing restrictions dependent).ResultsAs predicted, children’s accuracy increased on both receptive and expressive emotion vocabulary tasks, in line with age at time of testing. EVER scores were significantly predicted by age and correlated with matched basic language scores. Secondary analysis provided preliminary findings on age of acquisition for specific emotion vocabulary items.DiscussionThe findings consequently demonstrate proof of concept for the use of The EVER Measure in assessing emotional vocabulary across childhood. This study provides important preliminary data on generating and recognizing emotion labels across typical child development. Critically, it extends current knowledge on emotion vocabulary acquisition into middle childhood, where linguistic ability is relatively mature. As such, findings have implications for research with potential clinical application in the assessment of older children, with either language or emotional differences or both. Findings demonstrate the need for a standardized tool, and its potential application in research and clinical practice is explored. A large-scale study offering proof of concept and reliability of The EVER Measure is indicated.

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“…Examining the way broken home affect adolescent children's mental well-being Crosby, Salazar, and Geter (2017) argued that children from separated families have few chances for educational success due to decreasing trends in parental finance, time of parental involvement, and approach to community connections which decrease children attachment to their school environment and divert their mind from studies. In addition, parental care and support have been reported to have a considerable effect on other aspects of children's life including their psychological and mental well-being (Kakavoulis, 2001;Roberts, 2007); literacy (Gruber & Fineran, 2008) career maturity (Lim & You, 2019) emotional regulation and social problem solving (Bozkurt Yükçü & Demircioğlu, 2021) self-treatment of disorders like autism spectrum (Akemoglu & Tomeny, 2021); and disruptive behaviors (Magelang & Japar, 2017) Parental care and support is considered to have a preventive effect against unwanted behavior due to its absence as it has been reported to have cushion effect between cyber poly-victimization and academic outcomes (Wright & Wachs, 2021).…”

Section: Absence Of Family Support and Students' Emotional Balancementioning

confidence: 99%

Broken home, sexual harassment, and educational outcome: Evidence from higher institutions in Nigeria

Buba

Idi

Salisu

et al. 2023

gjss

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We examine the effects of broken-home and sexual harassment on the educational performance of undergraduate students of some selected universities in northern Nigeria. Data for the study was collected using an online survey form (google form) which was distributed to the targeted participants through email, WhatsApp, and Facebook respectively. Relevant information on variables of interest for the study was collected from 6 tertiary institutions consisting of one Federal and one State University each from the 3 geopolitical zones of northern Nigeria. Overall, 178 undergraduate students who are in the final year of their program voluntarily participated in the survey and the data was analysed using ordered logistic regression analysis. We find a negative effect between broken home and educational performance whereas, though there exists a negative effect between sexual harassment and educational performance but it is found to be not statistically different from zero. We control for parental socioeconomic status and the demographic characteristics of the students. Based on empirical findings from the study we conclude that broken home has serious negative effects on students’ academic performance. Evidence from the study have both short-run and long-run implications on the Nigerian economy; the long-run implications also have two negative broad dimensions in form of labor market participation and gross reward for labor which may impede growth and development in the long run. Hence, the need for strategic interventions by relevant stakeholders.

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Examining the predictor effect of parents’ emotional literacy level on the emotion regulation and social problem-solving skills of children

Cited by 9 publications

References 75 publications

The role of fathers in children's emotion regulation development: A systematic review

The role of fathers in children's emotion regulation development: A systematic review

Preliminary data on the development of emotion vocabulary in typically developing children (5–13 years) using an experimental psycholinguistic measure

Broken home, sexual harassment, and educational outcome: Evidence from higher institutions in Nigeria

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