Parental Reactions to Children's Negative Emotions: Longitudinal Relations to Quality of Children's Social Functioning

Abstract

Relations between self-reported parental reactions to children's negative emotions (PNRs) and children's socially appropriate/problem behavior and negative emotionality were examined longitudinally. Evidence was consistent with the conclusion that relations between children's externalizing (but not internalizing) emotion and parental punitive reactions to children's negative emotions are bidirectional. Reports of PNRs generally were correlated with low quality of social functioning. In structural models, mother-reported problem behavior at ages 10-12 was at least marginally predicted from mother-reported problem behavior, children's regulation, and parental punitive or distress reactions. Moreover, parental distress and punitive reactions at ages 6-8 predicted reports of children's regulation at ages 8-10, and regulation predicted parental punitive reactions at ages 10-12. Father reports of problem behavior at ages 10-12 were predicted by earlier problem behavior and parental distress or punitive reactions; some of the relations between regulation and parental reactions were similar to those in the models for mother-reported problem behavior. Parental perceptions of their reactions were substantially correlated over 6 years. Some nonsupportive reactions declined in the early to mid-school years, but all increased into late childhood/early adolescence.

Aggressive and nonaggressive rejected students: An analysis of their differences

“…These results are consistent with research documenting that problems in family functioning are closely linked to later peer acceptance at school (Gaylord et al, 2003;Gifford-Smith & Brownell, 2003;Steinberg & Morris, 2001;Woodward & Fergusson, 1999) and aggression (Demaray & Malecki, 2002;Herrero et al, in press;Lopez & Dubois, 2005). Some authors have stressed the influence of family socialization on children's peer relations since socialization in the family context makes children learn certain social skills which will guide their social interactions in other contexts, such as the school context (Eisenberg et al, 2003;Parke, 2004). Related to this, our results suggest that the family context of aggressive rejected students is characterized by mutual parental aggression, by negative parent-child communication, and by lack of support from parents; this negative context of socialization may lead adolescents to learn that aggression is the best or the only way to resolve conflicts with peers.…”

Growth in temperament and parenting as predictors of adjustment during children's transition to adolescence.

“…Therefore, it is useful to consider the interrelations of parenting and temperament and their combined contribution to the development of adjustment problems during the transition to adolescence. One study examined a model of mutual influence in middle childhood in which parents' negative reactions to children's negative emotionality and self-regulation were investigated (Eisenberg et al, 1999 …”

“…Parenting behaviors related to warmth and control have been shown to shape infant and child characteristics, as well (e.g., Eisenberg et al, 1999;Lerner & Galambos, 1985;Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994). Parent behaviors are related to changes in child negative emotionality.…”

“…Therefore, it is useful to consider the interrelations of parenting and temperament and their combined contribution to the development of adjustment problems during the transition to adolescence. One study examined a model of mutual influence in middle childhood in which parents' negative reactions to children's negative emotionality and self-regulation were investigated (Eisenberg et al, 1999). Children's dispositional externalizing emotions (anger and irritability) at 6 -8 years of age predicted greater parental distress reactions 2 years later, which, in turn, predicted greater child externalizing emotions 2 years after that.…”

Emotion regulation and understanding: implications for child psychopathology and therapy

“…A caregiver appears to provide ''scaffolding'' (e.g., Denham, Mason, & Couchoud, 1995) or structure that enables and fosters a child's emotional development. Examples of this phenomenon include (a) coregulation of infant emotion that is sensitive to the infant's (e.g., temperamental) needs, (b) coconstruction of emotion narratives by mother-child dyads that may serve as later emotion ''scripts'' for the child, and (c) maternal encouragement of autonomy as the child learns how to regulate independently of the mother (e.g., Calkins, 1994;Calkins & Johnson, 1998;Casey & Fuller, 1994;Denham, Renwick, & Holt, 1991;Eisenberg et al, 1999;Feldman, Greenbaum, & Yirmiya, 1999;Grolnick, Kurowski, McMenamy, Rivkin, & Bridges, 1998;Kobak, Cole, Ferenz-Gillies, Fleming, & Gamble, 1994;Oppenheim, Nir, Warren, & Emde, 1997;Roberts & Strayer, 1987).…”