Korean mothers’ proactive socialisation beliefs regarding                 preschoolers’ social skills

Park, Sung-Yun; Cheah, Charissa S. L.

doi:10.1080/01650250444000306

Cited by 71 publications

(44 citation statements)

References 42 publications

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“…Interestingly, mothers in our study reported an average score of proactive sensitivity as .49 (0 = reactive sensitivity only; 1 = proactive sensitivity only), which suggests that they may be using both proactive and reactive sensitivity to similar degrees. This may be due to the interplay between traditional collectivistic values and individualistic values in contemporary Korean society (Park & Cheah, 2005). Supporting the hypothesis, however, Korean mothers' higher proactive sensitivity (i.e., responding to anticipated needs of the child), rather than higher reactive sensitivity (i.e., responding to expressed needs when requested by the child), was associated with children's effective regulation of emotion.…”

Section: Discussionmentioning

confidence: 54%

“…Parents' gender-specific emotion socialization goals and practices are also apparent in contemporary Korean society (Park & Cheah, 2005). Few Korean studies, however, explored gender differences in the association between parenting practices and child social emotional outcomes, and the results are inconsistent (e.g., Kwon & Lee, 2005;Oh, 2014).…”

Section: Gender-specific Emotion Socializationmentioning

confidence: 99%

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Linking Maternal Emotion Socialization to Boys' and Girls' Emotion Regulation in Korea

Song¹,

Trommsdorff²

2016

Child Studies in Asia-Pacific Contexts

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This study investigated whether Korean mothers' emotion socialization beliefs are related to emotional functioning in children differing across gender. We interviewed Korean mothers (N = 100) of first graders (55 boys; 45 girls) about their sensitivity, their reactions to children's distress, and children's emotion regulation. Two components of emotion regulation were distinguished: regulation and negativity. Results revealed that mothers' proactive sensitivity and their supportive reactions were related to their children's regulation, whereas unsupportive reactions were related to children`s negativity. Child gender moderated the associations between mothers' socialization beliefs and children's emotion regulation: mothers' proactive sensitivity was more strongly associated with competent regulation in girls than in boys. Mothers' unsupportive reactions were related to increased negativity only in girls. Results are discussed from a cultural perspective, focusing on gender differences in the links between maternal socialization and children's emotional outcomes in Korea.

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Section: Discussionmentioning

confidence: 54%

Section: Gender-specific Emotion Socializationmentioning

confidence: 99%

Linking Maternal Emotion Socialization to Boys' and Girls' Emotion Regulation in Korea

Song¹,

Trommsdorff²

2016

Child Studies in Asia-Pacific Contexts

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“…Two nations represented cultural values that emphasize interdependence (India and Nepal; Mishra, in press), two nations represented cultural values that emphasize independence (Germany and the USA), and one nation represented a tradition of valuing interdependence which may come into conflict with its rapid modernization (South Korea; Park & Cheah, 2005;Chang, 2010). We do not assume cultural homogeneity within each nation; the cross-cultural design allowed us to optimize variance in mothers' intuitive theories in order to examine both similarities and differences between and within cultural groups.…”

Section: Methodsmentioning

confidence: 99%

Cultural Variations in Mothers' Intuitive Theories: A Preliminary Report on Interviewing Mothers from Five Nations about Their Socialization of Children's Emotions

Trommsdorff

Cole

Heikamp

2012

Global Studies of Childhood

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Parental intuitive theories comprise values, goals, expectations, and cultural beliefs about the nature of parenting and its function for children's development of competence. This article introduces a research design to study mothers' intuitive theories about their socialization of children's emotions, as a means of understanding the cultural meaning of children's emotional development. The intention is not to present a traditional empirical report, but to provide a heuristic for future research. The authors illustrate the basic assumptions, methods, and approach to data analysis used in the research design, using a five-nation cross-cultural study as an example of this methodology. For purposes of illustration, examples of mothers' responses during interviews are included, about their intuitive theories of emotion socialization -that is, their attributions about child behavior, views about their parenting roles and socialization practices, and the salience of particular emotions relative to cultural models of independence and interdependence. This approach provides a more sophisticated sense of cultural similarities and variations within and between nations than has been available in prior research. The importance of parents' intuitive theories for the investigation of the cultural meaning of emotion socialization and future study directions are discussed.Intuitive 'theories' refer to implicit beliefs and assumptions about causal explanatory relations. 'They organize experience, generate inferences, guide learning, and influence behavior and social interactions ' (Gelman & Legare, 2011, p. 380). Though they are tacit and imprecise, they nonetheless influence behavior. We apply the concept of intuitive theories for a better understanding of parental socialization of children's emotions. We assume that one way that emotion socialization occurs in daily life is through parents' and other caregivers' practices, and that these practices are guided by their intuitive theories about child emotional competence, how different emotions are valued, and how they should be managed and expressed. We suggest that an intuitive theory approach can inform theories of emotional development, which have widely ignored the cultural variations in how children's emotions are socialized (Halberstadt & Lozada, 2011).Emotions are socialized in many contexts but in a child's early life parents are particularly important agents (Morris et al, 2007). From their birth, children are exposed to and slowly acquire culture-specific display rules for emotional expression, i.e. norms about when and where the expression of a specific emotion is socially accepted, through observational learning and modeling (Saarni et al, 2006). Moreover, in their dyadic interactions with their caregivers, children learn strategies to regulate emotions. In Western cultures, supportive parenting behaviors (e.g. expressive encouragement, problem-focused reactions) are associated with children's skills at regulating negative emotions (Davidov & Grusec, 2006) ...

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“…Elias (1997) assures that academic and professional successes can't be achieved without the individual acquiring the social skills. Other studies pin pointed that the parents' behaviour and trends are important factors in acquiring the social skills by the students (Park & Cheah, 2005), and that lack of social skills is correlated with noticeable difficulties in the students, which are related with their future behaviours and emotional development. Also, social skills result in the students giving more attention to their educational tasks and reduce behavioural problems, while insufficient social skills prophesizes great difficulties in the future life of individuals, also, social skills are correlated with better intellectual processing (Al-Elwan, 2011).…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Its Relation with the Social Skills and Religious Behaviour of Female Students at Dammam University in the Light of Some Variables

Al-Tamimi¹,

Al-Khawaldeh²

2016

IES

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The study has examined the correlation between emotional intelligence, social skills, and religious behavior among university female students, since it had been noticed that there was escalation in the frequency of some behavioral and emotional problems such as vandalism, aggression, social withdrawal, weakness of social relations, patterns of friendship between female students, lack of positive social attributes, indifference and carelessness towards lectures, and frequent absence. The study has followed the quantitative research approach by the emotional intelligence criterion, social skills criterion and religious behavior criterion. The study sample consisted of 338 female students of the university students selected by the purposive sample method from both Islamic Studies and Arabic Language Departments. The study revealed that the average grade for the emotional intelligence among the female university students the Faculty of Arts in Hafar Al-Batin/University of Dammam is high-the arithmetic average on the criterion as a whole reached 3.611. The average grade for the religious behavior among the female university students the Faculty of Arts in Hafar Al-Batin of University of Dammam is high-the arithmetic average on the criterion as a whole reached 4.605.

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Korean mothers’ proactive socialisation beliefs regarding preschoolers’ social skills

Cited by 71 publications

References 42 publications

Linking Maternal Emotion Socialization to Boys' and Girls' Emotion Regulation in Korea

Linking Maternal Emotion Socialization to Boys' and Girls' Emotion Regulation in Korea

Cultural Variations in Mothers' Intuitive Theories: A Preliminary Report on Interviewing Mothers from Five Nations about Their Socialization of Children's Emotions

Emotional Intelligence and Its Relation with the Social Skills and Religious Behaviour of Female Students at Dammam University in the Light of Some Variables

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