Parents’ Beliefs about Children’s Emotions and Children’s Social Skills: The Mediating Role of Parents’ Emotion Regulation

Abstract

Few studies have investigated the relationship between parents’ beliefs about children’s emotions and children’s social skills. Fewer studies have addressed this association and its underlying mechanisms while obtaining data from both parents. In this context, the present study explores the mediating role of parents’ emotion regulation in the association between parents’ beliefs about children’s emotions and children’s social skills. The participants were 90 parental dyads (N = 180) with typically developing preschool children. They completed self-report scales regarding parents’ beliefs about their children’s emotions, parents’ emotion regulation, and children’s social skills. The data were analyzed using the common fate mediation model (CFM with mediation). The results indicate that only parents’ cognitive reappraisal mediates the relationship between their emotion-related beliefs and their children’s social skills. Specifically, parental beliefs about “children’s anger is valuable” and “children use their emotions to manipulate others” are directly and negatively associated with children’s social skills, and indirectly through the parents’ cognitive reappraisal. Future intervention programs should focus on restructuring parents’ beliefs and their ability to regulate emotions.

Parents' Educational Qualifications and Marital Status as a Correlation of Social Adjustment of Secondary School Students in Delta North Senatorial District

“…Parents with higher educational qualifications tend to have better communication skills, problem-solving abilities, and higher socio-economic status, which can positively impact their children's social adjustment. Studies (Kitchner, 2014;Cenușă & Turliuc, 2023) have shown that children of highly educated parents are likely to exhibit better social adjustment skills, including effective communication, conflict resolution, and adaptability. These skills are essential for building healthy relationships with peers, teachers, and other individuals in their social environment.…”