Parents' inconsistent emotion socialization and children's socioemotional adjustment

Mirabile, Scott P.

doi:10.1016/j.appdev.2014.06.003

Cited by 43 publications

(55 citation statements)

References 56 publications

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“…Several studies have found an association between parents' nonsupportive contingent reactions and TD preschool (Fabes, Leonard, Kupanoff, & Martin, 2001;Mirabile, 2014) and late elementary-aged (Eisenberg et al, 1996) children's more intense observed and parent-reported negative expressivity, suggesting that this pattern of negative emotional responding continues throughout development (see also Eisenberg et al, 1999). The association between nonsupportive contingent reactions and children's' more intense negative emotional expressivity is likely driven by their poorer regulatory skills.…”

Section: Contingent Reactions To Children's Emotions In Td Populationmentioning

confidence: 99%

“…The Negativity/Lability scale of the ERC assesses children's dysregulated, disruptive, and negative emotionality. The ERC has been used to assess the emotion regulation of children ranging from ages three to twelve across numerous ES studies (Mirabile, 2014;Perry et al, 2011;Shaffer et al, 2012). The measure has demonstrated substantial reliability and validity in previous studies (Shields & Cicchetti, 1997).…”

Section: Ec Measuresmentioning

confidence: 99%

“…The ERSQ (Mirabile, 2014) is a parent-report measure used to assess children's adaptive and maladaptive regulatory strategies. Parents report the frequency with which their children utilize 13 regulatory strategies in response to each of the child's four primary emotions-happy, sad, angry, and afraid-using a five-point Liker scale (0 = never, 4 = almost always), resulting in 52 total items (e.g., "S/he expresses his/her anger by crying, yelling, or screaming."…”

Section: Ec Measuresmentioning

confidence: 99%

“…The Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997) and the Emotion Regulation Skills Questionnaire (ERSQ; Mirabile, 2014) were used to assess parents' perceptions of children's emotion regulation/coping.…”

Section: Ec Measuresmentioning

confidence: 99%

“…ES refers to the ways in which children's emotions and emotion-based behaviors are shaped by interactions with parents and/or other primary figures (Eisenberg, Cumberland, & Spinrad, 1998a). Due to the home environment being the first context in which children learn about social exchanges and emotions, the parent-child relationship is said to serve as a "rehearsal stage" for the development of socioemotional skills (Denham, MitchellCopeland, Stranberg, Auerbach, & Blair, 1997;Mirabile, 2014). Researchers have been studying various components of parental ES and child outcomes for several decades (e.g., Kopp, 1989;Morris, Silk, Steinberg, Myers, & Robinson, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Emotion socialization and families of children with and without ADHD.

Walerius¹

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Emotional competence (EC) represents several distinct emotional skills found to be strongly associated with children's socioemotional outcomes. EC is thought to develop through a process known as emotion socialization (ES), whereby children's emotions and emotion-based behaviors are socialized through interactions with parents and/or other primary figures. The present study examined ES across families of children with and without ADHD in order to clarify the role ES plays in the development of EC in typically developing (TD) children versus children more prone to EC impairments due to intrapersonal characteristics (e.g., inattention, disinhibition, etc.). Forty-eight children 5 to 8-years-old (23 with ADHD, 25 without ADHD) and their mothers completed measures/tasks assessing children's EC, mothers' emotion regulation, and mothers' direct ES behaviors (e.g., mothers' reactions to children's negative emotions; quality of motherchild emotion discussions). Bivariate analyses were examined to determine which covariates to include in primary analyses. Hierarchical regression analyses suggested mothers' personal emotion suppression contributed to usage of less supportive direct ES behaviors across children with and without ADHD and less discriminate usage of iv nonsupportive direct ES behaviors based on children's ADHD diagnostic status.Additionally, findings indicated the quality of mother-child emotion discussions was differentially associated with children's adaptive emotion regulation based on child ADHD diagnostic status. . Overall, the current study represents an important initial step towards understanding how ES functions and contributes to the EC of early elementaryaged children with and without ADHD.

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Section: Contingent Reactions To Children's Emotions In Td Populationmentioning

confidence: 99%

Section: Ec Measuresmentioning

confidence: 99%

Section: Ec Measuresmentioning

confidence: 99%

Section: Ec Measuresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emotion socialization and families of children with and without ADHD.

Walerius¹

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Emotion Socialization in Peer Groups

Lynn

Carroll

Houghton

et al. 2020

The Encyclopedia of Child and Adolescent Development

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Emotion socialization is defined as a reciprocal process whereby children learn about emotions, and learn to adapt and modify their emotional displays based on others around them, and vice versa. Social interactions that occur on a daily basis are integral to emotion socialization processes. This entry defines important concepts relating to emotion socialization during childhood by describing aspects of peer relationships and interactions, and provides a summary of what is known about the influence of peer relationships and interactions on children's emotional development and emotional competence. The focus is on both the positive and the negative experiences that can occur within children's peer groups and friendships, and how these experiences can socialize children to understand emotion and its role in social interactions, and may be important for ongoing social, emotional, and learning outcomes.

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References

2018

An Introduction to Emotional Intelligence

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Parents' inconsistent emotion socialization and children's socioemotional adjustment

Cited by 43 publications

References 56 publications

Emotion socialization and families of children with and without ADHD.

Emotion socialization and families of children with and without ADHD.

Emotion Socialization in Peer Groups

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