Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences  

作　　者：Stéphanie Mazzone Nathalie Nader-Grosbois 

机构地区：[1]Psychological Sciences Research Institute, Chair Baron Frère in Specialized Education, Université Catholique de Louvain, Louvain-la-Neuve, Belgium

出　　处：《Journal of Behavioral and Brain Science》2017年第12期621-653,共33页行为与脑科学期刊（英文）

摘　　要：In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents’ Emotion-Related Socialization Behaviours (ERSBs) that support their child’s socio-emotional development: their reactions to their child’s emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The cross- sectional study focused on the variability of parents’ ERSBs according to children’s and parents’ characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents’ ERSBs and children’s socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents’ ERSBs, their emotional competences and children’s personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children’s socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children’s personality, such as emotional stability and parents’ emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children’s personality. Results of Study 2 revealed that both mothers and fathers socialized their children’s socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers’ emotion-related conversations predicted children’s Theory of mind abilities and social adjustment, while fathers’ emotion-related conversations predicted children’s emotional regulation. In addition, fathers’ reactions to their children’s emotions were predicted by children’s socio-emotional competences. These studies highlighted bidirectional effects between parents’ behaviours and children’s development. They emphasizeIn their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents’ Emotion-Related Socialization Behaviours (ERSBs) that support their child’s socio-emotional development: their reactions to their child’s emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The cross- sectional study focused on the variability of parents’ ERSBs according to children’s and parents’ characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents’ ERSBs and children’s socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents’ ERSBs, their emotional competences and children’s personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children’s socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children’s personality, such as emotional stability and parents’ emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children’s personality. Results of Study 2 revealed that both mothers and fathers socialized their children’s socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers’ emotion-related conversations predicted children’s Theory of mind abilities and social adjustment, while fathers’ emotion-related conversations predicted children’s emotional regulation. In addition, fathers’ reactions to their children’s emotions were predicted by children’s socio-emotional competences. These studies highlighted bidirectional effects between parents’ behaviours and children’s development. They emphasize

关 键 词：PARENTAL Emotion-Related SOCIALIZATION BEHAVIOURS PRESCHOOL Period Socio-Emotional Competences 

分 类 号：R73[医药卫生—肿瘤]