父母元情绪理念、情绪表达与儿童社会能力的关系

对341名学前儿童及其父母进行问卷调查, 考察父母元情绪理念、情绪表达与儿童社会能力的直接与间接关系。结果表明：(1) 父亲情绪教导对儿童社会能力有促进作用, 而情绪紊乱对儿童社会能力有阻碍作用; 父亲的积极情绪表达对儿童社会能力有促进作用, 消极情绪表达则有负向作用; 此外, 父亲情绪教导、情绪紊乱除了对儿童社会能力具有直接作用外, 还通过其情绪表达对儿童社会能力具有间接影响。(2) 母亲情绪教导对儿童社会能力具有积极作用, 而情绪紊乱则具有消极影响; 母亲积极情绪表达对儿童社会能力有促进作用, 而消极情绪表达对儿童社会能力无显著预测关系; 母亲情绪教导通过其积极情绪表达对儿童社会能力具有间接促进作用。     

Preschool Children's Emotional Expressions with Peers: The Roles of Gender and Emotion Socialization

This study examined whether mothers and fathers reported using different emotion socialization strategies and whether these differences were related to preschoolers' gender and emotional expressiveness during peer play. Ninety percent of the children were Caucasian, 6% were Asian-American, and 4% were Mexican-American. The positive expressive behavior of 82 preschoolers participating in two conflict eliciting situations with two same gender peers were coded. The scores for the two sessions were averaged. All of the mothers and 63 of the fathers were administered three emotion socialization questionnaires. Results revealed that girls expressed more positive emotion than boys. In addition, mothers and fathers also reported using different emotion socialization practices and, in some cases, this was dependent upon their child's gender. The findings also showed that mothers' and fathers' reports of emotion socialization practices were differentially related to children's emotionally expressive behavior during peer play. In addition, fathers' emotion socialization practices accounted for unique variance in children's emotionally expressive behavior over and above that explained by the maternal emotion socialization variables. These findings highlight the importance of mothers' and fathers' emotion socialization practices for preschoolers' emotional competence in emotionally challenging situations with peers.     

Tuning in to Kids: an effectiveness trial of a parenting program targeting emotion socialization of preschoolers

This article reports on an effectiveness trial of the Tuning in to Kids (TIK) parenting program. TIK aims to improve emotion socialization practices in parents of preschool children; it is a universal prevention program that teaches parents the skills of emotion coaching and also targets parents' own emotion awareness and regulation. The present study followed a 2 × 2 (Treatment Condition × Time) design. One hundred twenty-eight parents of children ages 4.0-5.11 years were recruited from preschools and randomized into intervention and waitlist conditions. Parents in the intervention condition (n = 62) attended a six-session group parenting program delivered by community practitioners who followed intervention fidelity protocols. Parents and preschool teachers completed questionnaires twice during the preschool year: at preintervention and at follow-up (approximately 7 months later). Parents reported on their emotion socialization beliefs and practices, other parenting practices, and on child behavior. Teachers reported on child behavior (Social Competence and Anger-Aggression). Data were analyzed using multilevel modeling. At follow-up, compared to the control group, intervention parents were significantly less emotionally dismissive in their beliefs, less dismissive and more coaching in their practices in response to children's negative emotions, and more positively involved. Although there were improvements in both conditions over time for parent-reported child behavior and teacher-reported social competence, compared to the waitlist group, intervention parents reported a significantly greater reduction in number of behavior problems. This trial demonstrates the potential for community agencies and practitioners in real-world settings to deliver a new parenting program that targets emotional communication in parent-child relationships.     

幼儿情绪理解、情绪调节与其同伴接纳的关系

选取83名4岁幼儿,探讨他们的情绪理解、情绪调节与其同伴接纳的关系.采用表情识别任务、情绪观点采择任务测查幼儿的情绪理解能力,采用教师评定问卷测查幼儿的情绪调节策略,使用照片社会评价法测查幼儿被同伴接纳的程度.结果表明:在总体上,情绪观点采择与情绪调节策略有关,情绪调节策略与同伴接纳有关,情绪观点采择能力与同伴接纳的边缘正相关在控制年龄后消失了;年长组儿童的攻击策略能显著预测同伴接纳,年幼组儿童的情绪观点采择、攻击策略、建构性策略都与同伴接纳有关,但只有攻击策略、建构性策略能显著预测同伴接纳;年幼组儿童的情绪观点采择分别通过攻击策略、建构性策略两条路径间接影响了同伴接纳.研究结果为进一步了解学前儿童同伴接纳的个体差异来源提供了情绪能力方面的数据.     

初中生情绪反应、表达及其与攻击行为

运用自编的《中学生情绪评定问卷》和修订的Spielberger《状态——特质愤怒表达问卷》对833名普通中学初中生进行了测试,并用同伴提名的方法把学生分为普通组、身体攻击组和关系攻击组,探讨了初中生情绪反应、表达的特点和攻击行为学生情绪反应、表达的特点。研究结果表明:(1)初中女生报告的恐惧感、悲伤感高于男生,女生报告的愤怒表达也显著高于男生;但在特质愤怒方面,男生报告的特质愤怒水平显著高于女生。在情绪表达与反应的大多数方面不存在显著的年级差异,只在负性情绪表达方面初二女生报告了比初一、初三女生更高的负性情绪表达。(2)被同伴提名为身体攻击学生在状态愤怒、特质愤怒、愤怒表达方面显著高于普通学生,被同伴提名为关系攻击的学生在特质愤怒、愤怒表达方面也显著高于普通学生。攻击行为学生的愤怒情绪系统存在一定的缺陷。     

From children’s expressive control to emotion regulation: Looking back,looking ahead

Abstract

In 1984, Carolyn Saarni published an important cross-sectional study on the development of children’s expressive control. That paper, as with much of her early work, presaged interest in the development of emotion regulation and of the efforts to understand emotion regulation both in typical and at risk children. In this paper, we look back on Dr. Saarni’s work on expressive control and studies that used her creative disappointment task. We discuss conclusions from that work and how this germinal work on expressive control contributed to the study of the broader concept of emotion regulation. We look ahead to the next steps that carry this line of research forward contributing to the development of emotional competence and mental health.     

医患冲突中医生特质信息与负性情绪反馈的作用：以失望和愤怒为例

他人失望反馈和他人愤怒反馈在人际冲突解决中起着重要作用。这一情绪的人际效应在医患冲突中是否同样成立,医生的特质对这一人际效应有何影响。为此,通过两个计算机情景模拟实验,采用“最后通牒博弈”范式,分别考察了他人失望反馈与他人愤怒反馈以及医生的温情与能力特质对于医患冲突中个体威胁评价及其冲突行为的影响。结果发现：（1）医生能力高时患者对情境的威胁评价比能力低时更高,但在有医生失望反馈中医生能力高时患者对情境的威胁评价比能力低时更低。高温情的医生愤怒时患者的威胁评价比温情低时更高。（2）医生能力高时患者的出价比能力低时更高,冲突行为更少。（3）医生温情高时患者的出价比温情低时更高,冲突行为更少。（4）在温情高能力低时,有医生愤怒反馈时患者的出价相比无情绪反馈时更低。说明了医生需谨慎表达自己的情绪。相较而言,医生的能力和温情的培养更为重要。     

儿童孤独感与同伴关系、社会行为及社交自我知觉的研究

本研究采用同伴提名法和问卷调查法对3-6年级儿童共600名进行了研究,试图考察儿童孤独感与同伴关系、社会行为及社交自我知觉的关系。结果表明:(1)受欢迎组儿童的孤独感显著低于被拒绝组、被忽视组、有争议组和一般组;一般组儿童的孤独感显著低于被拒绝组和被忽视组。(2)社交自我知觉较高的儿童的孤独感显著低于社交自我知觉一般和较低的儿童,社交自我知觉一般的儿童的孤独感显著低于社交自我知觉较低的儿童。(3)高攻击型儿童的孤独感高于低攻击型儿童,但没有达到显著水平;高退缩型儿童的孤独感显著高于一般退缩型和低退缩型儿童,一般退缩型儿童的孤独感显著高于低退缩型的儿童。     

Associations Between Preschoolers' Social–Emotional Competence and Preliteracy Skills

Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social–emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social–emotional competence in preliteracy, the associations between various social–emotional competencies and preliteracy skills in 91 preschool children attending seven Head Start classrooms were examined. Results of structural equation modelling indicated that preschoolers' expressiveness/regulation (angry/aggressive, cooperative/sensitive or anxious/withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal education, attentional abilities and classroom emotional support. These findings serve to broaden the research surrounding social–emotional competence and highlight its association with academic readiness. Copyright © 2015 John Wiley & Sons, Ltd.     

母亲情绪调节与幼儿情绪理解能力:母亲应对方式的中介作用

对258名幼儿进行情绪理解能力任务测查,其母亲完成情绪调节方式问卷和应对幼儿消极情绪问卷,探讨母亲情绪调节方式、母亲对幼儿消极情绪的反应方式和幼儿情绪理解能力之间的关系。结果表明,幼儿情绪理解能力随年龄增长而提高,女孩情绪理解能力高于男孩。母亲对幼儿消极情绪更多采用情感关注和问题解决,惩罚反应最少,母亲对男孩的消极情绪表现出更多的惩罚反应,对女孩表现出更多的情感关注。母亲鼓励表达在其情绪调节方式和幼儿情绪理解能力之间有中介作用。     

Asian Indian Immigrant and White American Maternal Emotion Socialization and Child Socio-Emotional Functioning

Previous research provides an inadequate account of parental emotion socialization and its relation to child functioning among ethnic minority groups in the United States. This study compared reports of Asian Indian immigrant and White American mothers’ emotion socialization and examined relations between mothers’ emotion socialization and child outcomes in these two groups. Indian immigrant (n = 34) and White American (n = 38) mothers completed measures of child behavior problems and social competence, as well as self-report measures of two types of emotion socialization, responses to children’s negative emotions and emotion expressivity. Children completed a self-report measure of social competence. Results revealed that Indian immigrant mothers were more likely than White American mothers to report responding nonsupportively to their children’s negative emotions. However, reports of mothers’ nonsupportive responses were not related to child outcomes in the Indian immigrant group. In the White American group, reports of mothers’ nonsupportive responses were positively related to child behavior problems. Mothers’ self-reported negative emotion expressivity was positively related to child behavior problems and negatively related to mother-rated child social competence for Indian immigrants, while no significant relation was found between mothers’ negative emotion expressivity and child outcomes for White Americans. Moderation analyses were performed with these variables but were nonsignificant. Results are discussed in the context of cultural influences on emotion socialization and subsequent impact on child functioning.     

Parental Contributions to Preschoolers' Emotional Competence: Direct and Indirect Effects

The present study examines the contributions of (1) parental socialization of emotion and preschoolers' emotional interaction with parents to their emotional competence, and (2) parental socialization and child emotional competence to their general social competence. Both observational and self-report techniques were used to measure emotion socialization, emotional competence, and social competence of preschoolers (average age = 49.8 months) from 60 middle-socioeconomic-status families. Data were collected in both classroom and home settings. In general, the results suggest that parental modeling of expressive styles and emotional responsiveness to child emotions are important predictors of preschoolers' emotional competence and their overall social competence. Children whose parents were more affectively positive tended to display more positive emotion with peers, whereas children whose parents were more negative appeared less socially competent in the preschool. Parents who were better coaches of their children's emotions had children who understood emotions better. Age and sex moderated several of the study's key findings. The results are consistent with earlier research indicating that parental socialization of emotion impacts the child's emotional and social functioning both at home and in the preschool.     

Mindfulness and its relationship to emotional regulation

Research on the effectiveness and mechanisms of mindfulness training applied in psychotherapy is still in its infancy (Erisman & Roemer, 2010). For instance, little is known about the extent and processes through which mindfulness practice improves emotion regulation. This experience sampling study assessed the relationship between mindfulness, emotion differentiation, emotion lability, and emotional difficulties. Young adult participants reported their current emotional experiences 6 times per day during 1 week on a PalmPilot device. Based on these reports of emotions, indices of emotional differentiation and emotion lability were composed for negative and positive emotions. Mindfulness was associated with greater emotion differentiation and less emotional difficulties (i.e., emotion lability and self-reported emotion dysregulation). Mediational models indicated that the relationship between mindfulness and emotion lability was mediated by emotion differentiation. Furthermore, emotion regulation mediated the relationship between mindfulness and both negative emotion lability and positive emotion differentiation. This experience sampling study indicates that self-reported levels of mindfulness are related to higher levels of differentiation of one's discrete emotional experiences in a manner reflective of effective emotion regulation.     

情绪效价与面孔类型对幼儿无意视盲的影响

幼儿对不同的情绪面孔图片存在不同的注意偏向,考察情绪效价与面孔类型对幼儿无意视盲的影响,可以帮助我们进一步认识幼儿对情绪面孔的注意偏向。本研究采用静态无意视盲的实验范式,通过2（面孔类型：符号化卡通、真人）×2（情绪效价：积极、消极）被试间完全随机设计,考察了111名幼儿（62.5±3.6个月,男生60名）在无意注意条件下对不同情绪效价和不同类型面孔的觉察情况。结果表明：（1）幼儿对积极情绪面孔的觉察率显著高于消极情绪面孔;（2）符号化卡通面孔与真人面孔的整体觉察率不存在显著差异;（3）积极情绪面孔中符号化卡通面孔的觉察率高于真人面孔。综上,情绪效价对无意视盲的影响会基于面孔类型的不同而不同,幼儿对卡通积极情绪面孔有更显著的注意偏向。     

情绪效价与面孔类型对幼儿无意视盲的影响

幼儿对不同的情绪面孔图片存在不同的注意偏向,考察情绪效价与面孔类型对幼儿无意视盲的影响,可以帮助我们进一步认识幼儿对情绪面孔的注意偏向。本研究采用静态无意视盲的实验范式,通过2（面孔类型：符号化卡通、真人）×2（情绪效价：积极、消极）被试间完全随机设计,考察了111名幼儿（62.5±3.6个月,男生60名）在无意注意条件下对不同情绪效价和不同类型面孔的觉察情况。结果表明：（1）幼儿对积极情绪面孔的觉察率显著高于消极情绪面孔;（2）符号化卡通面孔与真人面孔的整体觉察率不存在显著差异;（3）积极情绪面孔中符号化卡通面孔的觉察率高于真人面孔。综上,情绪效价对无意视盲的影响会基于面孔类型的不同而不同,幼儿对卡通积极情绪面孔有更显著的注意偏向。     

儿童情绪胜任力的研究进展：概念、功能与干预措施

儿童情绪胜任力是指儿童拥有情绪知识,对自身和他人的情绪进行识别和理解,并调节和表达自身情绪的一种综合能力,它在提高儿童的认知能力、促进其身心健康发展、提高社会交往能力以及减少儿童危险行为等方面都有重要作用。研究者开展了以儿童情绪和行为问题改善、压力应对能力提高及情绪识别和管理能力提升为目标的干预项目。未来可进一步探究学校、老师、同伴及儿童自身的人格特点等对其情绪胜任力发展的影响及作用机制,并可从增加个性化干预及提升干预长期效果等视角进一步完善干预措施。     

Emotional Bonds with Parents, Emotion Regulation, and School-Related Behavior Problems Among Elementary School Truants

Among juvenile status offenses, truancy represents the largest share of juvenile court caseloads. As a marker of risk, truancy is important because of its associations with school disengagement, drop-out, and developmental trajectories that include various forms of delinquency and anti-social behavior. Better understanding of the developmental circumstances and needs of truant children may point the way to more effective intervention strategies. Much accumulated research has shown strong associations between the emergence of juvenile delinquency and qualities of caregiving in parent–child relationships. Child-parent attachment in particular has been identified as an important developmental foundation of the child-parent relationship. We used a multi-informant approach to examine associations between children’s self-reported perceptions of attachment security (using the Security Scales), their emotion regulation (reported by parents on the Emotion Regulation Checklist), and school-related behavior problems (as reported by teachers with the Child Behavior Checklist), among 74 elementary school-aged truant children (mean age 9 years). Children and families were recruited through a truancy intervention program in a state in the deep South in the U.S. Data were analyzed via hierarchical multiple regression. Parents’ reports of their children’s emotion regulation predicted behavior problems as reported by teachers. Children’s own reports of their emotional bonds with parents were somewhat less predictive of emotion regulation and behavior problems. Implications for truancy intervention programs for high-risk elementary school children include more focused attention to the importance of children’s developing capacities for emotion regulation and the child-parent bond.     

The effects of Promoting Alternative Thinking Strategies Preschool Program on teacher–children relationships and children's social competence in Turkey

This quasi‐experimental study examined the effects of the Promoting Alternative Thinking Strategies (PATHS) Preschool Program on the outcomes of children's social‐emotional competence, perceived relationships between teacher and children and teachers' ability to create a positive classroom atmosphere. Two hundred and eighty five children (48–72 months) and teachers in Izmir participated in the intervention, and 280 children (48–72 months) and teachers participated as comparison group. Intervention teachers implemented PATHS in their classrooms. For data triangulation, multiple sources of data were collected in the study. Classrooms were observed using two different scales. Teacher rated students using another two different scales. Children were assessed with an interview to evaluate their perceptions of relationships. Intervention group teachers reported greater improvement of children's social‐emotional skills, interpersonal relationship skills and emotion regulation. Furthermore, when observed intervention group children showed higher levels of pro‐social behaviour, increased levels of compliance, better problem solving skills and more positive feelings. Intervention group children also described their relationships with their teachers as significantly more positively. Finally, intervention group teachers perceived more dependency in their relationships with children.     

The relation of young children's vicarious emotional responding to social competence,regulation, and emotionality

Abstract

The relation of preschool and kindergarten children's vicarious emotional responding to their social competence, regulation (attentional and coping styles), and emotionality (negative emotional intensity and dispositional negative affect) was examined. Vicarious responding was assessed by means of facial reactions to a film about a peer in a social conflict and children's reported negative affect to viewing peers' real-life negative emotion. Mothers and teachers reported on children's regulation and emotionality, social competence was assessed with sociometric nominations, teachers' reports, and observations of children's real-life anger reactions. Facial concerned attention during the film was associated with various measures of social competence, regulation, and low or moderate negative emotionality. Although negative vicarious emotional responding in real contexts was infrequently related to measures of interest, girls who reported intense negative vicarious emotional responses were relatively unregulated and low in social competence. Finally, with age, regulation of vicarious emotional responding was increasingly related to children's sociometric status and to girls' coping at school. Thus, as they get older, children's abilities to regulate emotions may take on increasing importance in others' evaluations of their social competencies.