Please wait a minute...
   2012, Vol. 44 Issue (2) : 199-210     DOI:
|
Relations among Parental Meta-Emotion Philosophy, Parental Emotion Expressivity, and Children’s Social Competence
LIANG Zong-Bao;ZHANG Guang-Zhen;CHEN Hui-Chang;ZHANG Ping
(1 Research Center for Learning Science/Key Laboratory of Child Development and Learning Science, Ministry of Education, Southeast University, Nanjing 210096, China)
(2 School of Psychology, Beijing Normal University, Beijing 100875, China)
(3 School of Social Developmental and Public Policy, FuDan University, Shanghai 200433, China)
Download: PDF(417 KB)  
Export: BibTeX | EndNote | Reference Manager | ProCite | RefWorks    
Abstract  Parental meta-emotion philosophy refers to parents’ feelings and behaviors toward their own and their children’s emotions. It reflects parental beliefs about emotion socialization. Research has indicated that maternal positive meta-emotion philosophy (e.g. emotion coaching) is associated with children’s emotional competence, social competence and that maternal negative meta-emotion philosophy (etc. emotion dismissing) is related with children’s behavior problem. However, little research has been conducted on paternal meta-emotion philosophy. Moreover, there is inadequate research on parental emotion noninvolvement and emotion dysfunction. It has been suggested that children’s competence may be a mediator of the relations between parental emotion socialization belief or goal and children’s social outcomes. It is also reasonable to argue that parents’ beliefs or goals about emotion may also affect their own emotion-related behavior and emotion expressivity. As such, parental emotion expressivity may play a mediated role in relations between parental emotion-related beliefs and children’s social competence.
The current study explored relations among parental meta-emotion philosophy, emotion expressivity, and children’s social competence. We hypothesized that parental emotion expressivity would mediate the relations between parental meta-emotion philosophy and children’s social competence. Three hundred and forty one children aged 3-5 years and their parents participated in the study. Child social competence was assessed using the Early School Behavior Rating Scale reported by mothers. Fathers and mothers reported their own emotion expressivity using the Self-Expressiveness in the Family Questionnaire and meta-emotion philosophy using the Parental Meta-Emotion Philosophy Scale.
Multiple regression analyses and path analyses revealed the following results. First, paternal emotion coaching philosophy was positively associated with children’s social competence, and paternal emotion dysfunction philosophy was negatively associated with children’s social competence. Paternal positive expressivity was positively associated with children’s social competence whereas paternal negative emotional expressivity was negatively associated with children’s social competence. Paternal positive and negative emotion expressivity mediated relations between paternal emotion coaching and children’s social competence. In addition, paternal negative emotion expressivity mediated relations between paternal emotion dysfunction and children’s social competence. Second, maternal emotion coaching philosophy was positively associated with children’s social competence, and maternal emotion dysfunctional philosophy was negatively associated with children’s social competence. Further, maternal positive emotional expressivity was positively associated with children’s social competence, but negative emotional expressivity was not associated with children’s social competence. The relation between maternal emotion coaching and children’s social competence was mediated by maternal emotion expressivity. These results indicated that parental emotion-related beliefs or goals not only were directly associated with children’s social competence, but also had indirect effects on children’s social competence through emotion-related reflection and behavior.
Keywords preschoolers      parental meta-emotion philosophy      parental emotion expressivity      social competence      mediating effects     
Corresponding Authors: CHEN Hui-Chang;ZHANG Guang-Zhen   
Issue Date: 28 February 2012
Service
E-mail this article
E-mail Alert
RSS
Articles by authors
LIANG Zong-Bao
ZHANG Guang-Zhen
CHEN Hui-Chang
ZHANG Ping
Cite this article:   
LIANG Zong-Bao,ZHANG Guang-Zhen,CHEN Hui-Chang, et al. Relations among Parental Meta-Emotion Philosophy, Parental Emotion Expressivity, and Children’s Social Competence[J]. , 2012, 44(2): 199-210.
URL:  
http://journal.psych.ac.cn/xlxb/EN/     OR     http://journal.psych.ac.cn/xlxb/EN/Y2012/V44/I2/199
[1] XING Shufen, LI Qianqian, GAO Xin, MA Yuanyuan, FU Rui. Differential influence of sleep time parameters on preschoolers’ executive function[J]. Acta Psychologica Sinica, 2018, 50(11): 1269-1281.
[2] LI Tingyu; LIU Li; ZHU Liqi. 4~6 year-old children’s trust in economic game and its influencing factors[J]. Acta Psychologica Sinica, 2017, 49(1): 17-27.
[3] SUN Yawen; HE Wen; LUO Junlong. Meta-Stereotype Threat Effects on Working Memory Among Migrant Children: Mediating Effects of Intergroup Anxiety[J]. Acta Psychologica Sinica, 2015, 47(11): 1349-1359.
[4] LIU Guoxiong. Development of Preschoolers’ Deontic Reasoning in Moral and Conventional Domain[J]. Acta Psychologica Sinica, 2013, 45(3): 310-319.
[5] ZHANG Xiao. The Development of Social Competence during Early Childhood: A Latent Growth Model [J]. , 2011, 43(12): 1388-1397.
[6] XI Ju-Zhe,ZUO Zhi-Hong,SANG Biao. Perceived Social Competence of Resilient Children[J]. , 2011, 43(09): 1026-1037.
[7] ZHANG Xiao,CHEN Hui-Chang,ZHANG Yin-Na,SUN Bing-Hai. Family Income and Social Competence in Early Childhood: Examining Mediation and Moderation Effects[J]. , 2009, 41(07): 613-623.
[8] Qin Sulan. Cognitive Development on Recognizing Goal-directed Action of Biological Kinds in 4-to-7-Year-Olds[J]. , 2007, 39(06): 1055-1062.
[9] Yang Lizhu,Wang Jiangyang. A Follow-up Study of Self-imposed Delay of Gratification at Age 4 as a Predictor of Children’s School-based Social Competences at Age 9[J]. , 2007, 39(04): 668-678.
[10] Zhang-Lijin,Fang Fuxi. Cognitive Development of Distinctions Between Plants and Nonliving Objects in Terms of Reproduction in 4- To 7- Year-Olds[J]. , 2006, 38(06): 849-858.
[11] Zhou-Zongkui,Sun-Xiaojun,Zhao-Dongmei,Hsueh-Yeh. The Test of the Mediator Variable between Peer Relationship and Loneliness in Middle Childhood[J]. , 2005, 37(06): 776-783.
[12] Zhang Lijin,Fang Fuxi. UNDERSTANDINGS OF NAÏVE THEORY OF BIOLOGY FOR ANIMAL REPRODUCTION IN 4-TO 7-YEAR-OLDS[J]. , 2005, 37(05): 613-622.
[13] Liu Yan,Zou Hong. THE STRUCTURE OF SOCIAL COMPETENCE AND THE PROCESS OF DEVELOPING THE SOCIAL COMPETENCE QUESTIONNAIRE FOR UNDERGRADUATE STUDENTS[J]. , 2005, 37(04): 502-510.
[14] Bi Hongyan Fang Ge (Institute of Psychology, Academia Sinica, Beijing 100101). DEVELOPMENT OF THE SPATIAL TRANSITIVE INFERENCE ABILITY OF 4-6 YEAR OLD CHILDREN[J]. , 2001, 33(03): 47-52.
[15] zhu Liqi, Fang Fuxi (Institute of Psychology, Chinese Academy of Sciences, Beijing 100101). AN EXPERIMENTAL STUDY ON PRESCHOOLERS'DEVELOPMENT ON NAIVE THEORY OF BIOLOGY ──AT THE DIMENSION OF GROWTH COGNITIONMTION[J]. , 2000, 32(02): 177-182.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
Copyright © Acta Psychologica Sinica
Support by Beijing Magtech