Findings, issues, and new directions for research on emotion socialization.

The Interplay of Parental Response to Anger, Adolescent Anger Regulation, and Externalizing and Internalizing Problems: A Longitudinal Study

“…In line with these assumptions, previous research has shown that when parents engage in supportive emotion socialization, adolescents exhibit better outcomes, including emotional competence, and fewer internalizing and externalizing problems, whereas inverse relations have been found for unsupportive emotion socialization (Eisenberg, 2020). A recent randomized control trial with parents of pre-adolescents found that reductions in unsupportive responses to their children's anger, fear and sadness, resulted in decreased internalizing and externalizing problems (Havighurst et al, 2015;Kehoe et al, 2020).…”

“…For example, a child who is well-regulated in stressful interactions may elicit more supportive parental responses, whereas a child who shows greater arousal and less competencies in emotion regulation may elicit more unsupportive responses. In the past two decades, a large body of empirical evidence has been built supporting the role of emotion-related socialization behaviors (Eisenberg, 2020). To date, reciprocal processes proposed in the models have been scarcely examined in adolescence.…”

“…In contrast, unsupportive responses (such as dismissing, ignoring, minimizing or punishing emotions) may exacerbate adolescents' emotional reactivity (Shenk & Fruzzetti, 2011), increase the likelihood of coercive interactions (as described in Patterson's coercion theory, 2016, and related programs, e.g. parent management training or problemsolving skills training; Kazdin, 2003), leading to affective overarousal in adolescents (Eisenberg, 2020). Overarousal is often followed by difficulties in basic attentional processes (e.g., limited working memory capacities for focusing or shifting attention as needed) which are fundamental higherorder cognitive processes that assist with anger regulation (Eisenberg et al, 1998;Hoffman, 2000).…”

“…Emotional competence is central for healthy development in childhood and adolescence. Many skills in emotional competence are in place by middle childhood, however, research indicates that parents continue to play an important role in influencing an adolescent's emotional understanding and regulation, which if poorly developed, are regarded as potential risk factors for both internalizing and externalizing problems (Eisenberg, 2020;Morris et al, 2007). One reason parenting continues to play an important role is that during this time adolescents experience negative emotions at greater intensity and show increases in mood variability (Bailen et al, 2019) providing ample opportunity for parental emotion socialization.…”

Intergenerational transmission: Theoretical and methodological issues and an introduction to four Dutch cohorts

“…Traditionally, two core aspects of parenting are distinguished: one pertaining warmth, responsiveness, or support, and the other including control or demandingness (e.g., Baumrind, 1968 ). Both aspects may include dimensions of parenting that are specific to certain situations (e.g., discipline strategies; Hallers‐Haalboom et al, 2016 ), or specific to stimulating certain skills (e.g., emotion and regulation; Eisenberg, 2020 ; Smetana, 2017 ). In line with social learning theory, transmission might occur through a process of modeling, in which children observe their parents’ behaviors and imitate those behaviors ( Patterson, 1998 ).…”