Mothers’ Socialization Goals, Mothers’ Emotion Socialization Behaviors, Child Emotion Regulation, and Child Socioemotional Functioning in Urban India

Abstract

Studies examining the link between parental socialization and child functioning in varying cultural contexts are scarce. Focusing on early adolescents in suburban middle-class families in India, the present study examined interrelations among reports of mothers' socialization goals, socialization behaviors in response to child emotion, child emotion regulation, and child socioemotional functioning. One hundred and ten mothers and one of their children attending seventh grade at middle schools in Gujarat, India participated. Results indicated that suburban Indian mothers were more likely to endorse relational than autonomous socialization goals, and relational socialization goals were related to mothers' reported explanationoriented socialization behaviors in response to their children's anger or sadness. Children's self-reported regulation of anger and sadness mediated the negative relation between reports of mothers' explanation-oriented

"Making the child understand:" Socialization of emotion in urban India.

“…Parents from suburban middle-class Hindu famihes in India, much like those in other Asian cultural groups (Chao, 2000), endorse relational socialization goals such as leaming to obey elders, and care for others (Raval, Raval, & Deo, 2011). Relational socialization goals may be understood within a broader cultural model of interdependence (Markus & Kitayama, 1991) or relatedness (Kagitçtba §i, 2005) that conceptualizes individuals as inherentiy connected to others.…”

Analysis of Emotional Socialization Behaviors of Mother-Fathers and Social Skills of Preschool Children

“…Kültürün duygu ile ilgili normları, değerleri, cinsiyet kalıp yargılarının duygu sosyalleştirme sürecindeki etkisi nedeniyle (Denham vd., 2010) konunun her kültürde incelenmesini gerektirmektedir. Oysaki annebabaların duygu sosyalleştirme davranışlarının kültürlerarası ve alt kültürlerde farklılaştığını belirlemek için sınırlı sayıda araştırma yapıldığı görülmektedir (Friedlmeier vd., 2011;Raval, Raval ve Deo, 2013). Hastings, McShane, Parker ve Ladha'e (2007) göre anneler okul öncesi kız ve erkek çocuklarının pro-sosyal gelişimine babalardan daha fazla katkı sağlamaktadırlar.…”

Current themes in understanding children's emotion regulation as developing from within the parent–child relationship

“…Parental emotion socialization relates to children’s ER across different socioeconomic levels and cultures [18,19]. However, the same parental behavior may reflect different values depending on the culture and thus relate to unique ER outcomes in diverse groups.…”

“…Within these broader categories are problem-solving responses, which seek to determine a solution and provide another example of supportive emotion-coaching behaviors. Explanation-oriented responses are a type of supportive emotion socialization behavior found in Indian samples that aim to help the child understand the feelings and intent of others to facilitate interpersonal relationships [19]. Nonsupportive emotion socialization practices include minimizing, punitive, and critical reactions to children’s emotion displays.…”