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。     

Parental Socialization of Emotion

Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children's emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children's emotions, (b) socializers' discussion of emotion, and (c) socializers' expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children's emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children's expression of emotion are associated with children's negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed.     

Parental Socialization of Emotion

Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children's emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children's emotions, (b) socializers' discussion of emotion, and (c) socializers' expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children's emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children's expression of emotion are associated with children's negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed.     

The Relation of Parental Emotionality and Related Dispositional Traits to Parental Expression of Emotion and Children's Social Functioning

The purpose of this study was to test relations between parental temperamental emotionality and regulation or related personality characteristics and parental behavior, children's regulation, and children's social functioning. Mothers and fathers reported on their own personality and/or temperament and expressivity in the family (mothers only); parents and teachers rated children (71 girls and 99 boys; M age = 73 months) on their temperamental regulation, social competence, and problem behavior. Mothers also were observed interacting with their child, and behavioral measures of children's regulation were obtained. In general, high parental regulation and low negative emotionality were associated with positive developmental outcomes in children and more positive parental behaviors, and mothers' expression of positive emotion in the family mediated some of the relations of their dispositions to children's socioemotional 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.     

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.     

Cardiovascular intraindividual variability in later life: the influence of social connectedness and positive emotions

Healthy normotensive men and women (N=33) underwent a 60-day diary assessment of emotions and cardiovascular functioning. Individual differences in social connectedness and mood were measured in questionnaires, and positive emotions, negative emotions, systolic blood pressure (SBP), and diastolic blood pressure (DBP) were assessed daily for 60 consecutive days. Results confirmed that the cardiovascular undoing effect of positive emotions is evident primarily in the context of negative emotional arousal. The daily associations between positive emotions and cardiovascular outcomes were linked to individual differences in social connectedness. Controlling for individual differences in mood levels, multilevel regression analyses showed that social connectedness predicted extended positive emotion, diminished SBP and DBP reactivity, and more rapid SBP recovery from daily negative emotional states.     

Die Rolle positiver Emotionen in der frühen Sozialisation

Emotions are vital characteristics of the evolved human nature. Expression and function of emotions, however, vary substantially depending on socio-cultural contexts. This paper focuses on two strategies concerning the expression of positive emotionality in early mother-child interactions. Western middle class families emphasize the expression of positive emotions in early social interactions from early infancy. Positive emotionality is associated with personal autonomy and individual uniqueness. In traditional farmer families in the non-western world emotional control is emphasized from birth. Emotional inexpressiveness is part of a socialization strategy that is oriented towards hierarchical relatedness. The early socialization experiences have measurable effects on emotion regulation of 1-year-old children. The confrontation of different cultural models in multicultural societies is inherently fraught with confliction. These implications are discussed.     

Mothers' emotional expressivity and children's behavior problems and social competence: mediation through children's regulation.

The relations between mothers' expressed positive and negative emotion and 55-79-month-olds' (76% European American) regulation, social competence, and adjustment were examined. Structural equation modeling was used to test the plausibility of the hypothesis that the effects of maternal expression of emotion on children's adjustment and social competence are mediated through children's dispositional regulation. Mothers' expressed emotions were assessed during interactions with their children and with maternal reports of emotions expressed in the family. Children's regulation, externalizing and internalizing problems. and social competence were rated by parents and teachers, and children's persistence was surreptitiously observed. There were unique effects of positive and negative maternal expressed emotion on children's regulation. and the relations of maternal expressed emotion to children's externalizing problem behaviors and social competence were mediated through children's regulation. Alternative models of causation were tested; a child-directed model in which maternal expressivity mediated the effects of child regulation on child outcomes did not fit the data as well.     

情绪调节在特质与情绪间中介效应模型的年龄差异

研究采用EPQ、ERQ及PANAS收集了青年、中年及老年三个年龄组共870份有效数据, 分析了认知重评和表情抑制在外倾和神经质与正负情绪之间中介效应及发展模型差异。主要结果：(1)外倾−正情绪, 神经质−负情绪之间存在高相关。(2)与青年组和老年组比, 中年组的神经质与负情绪的相关最弱。(3)三个年龄组的认知重评在神经质与负情绪之间都存在显著的中介效应, 中介效应值在中年组为最强。(4) 表情抑制在外倾与正负情绪之间显著的中介效应仅出现在中年组。研究分析, 认知重评和表情抑制是减弱特质−情绪之间密切度的有效调节机制。     

The Formation of Attitudes Toward New Immigrant Groups1

People often receive information about new immigrant groups prior to any direct contact with group members. However, it is not clear how this information shapes attitudes toward the groups. To explore this issue, 204 subjects were told about an unknown immigrant group that was presented as high or low in personal relevance. Subjects were then given positive or negative consensus information about the emotions that group members elicit from others, group members' personality traits, and group members' values. As expected, results indicated that the presentation of positive information about emotional reactions, personality traits, and values caused attitudes to be more favorable than did the presentation of negative information. Importantly, however, the combined impact of the emotion and personality trait information depended on whether the group was perceived to be of high or low personal relevance. Specifically, when the information about emotions and personality traits was similarly valanced (i.e., both were positive or both were negative), attitudes toward the group tended to be less favorable in the high personal relevance condition than in the low personal relevance condition. In contrast, when mixed information was presented (i.e., positive emotions and negative personality traits or negative emotions and positive personality traits), attitudes tended to be more favorable in the high personal relevance condition. In addition, attitudes, once formed, predicted further perceptions of the group and behavioral intentions toward group members. The implications of the findings for the reduction of prejudice toward new immigrant groups are discussed.     

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。     

Influences of parent and child negative emotionality on young children's everyday behaviors

Negative emotionality is linked to unfavorable life outcomes, but studies have yet to examine negative emotionality of parents and children as predictors of children's problem behaviors and negative emotion word use in everyday life. This study used a novel naturalistic recording device called the Electronically Activated Recorder to investigate the separate and interactive influences of parent and child negative emotionality on daily child behaviors in a sample of 35 preschool-aged children over two time points separated by 1 year. Fathers' negative emotionality predicted children's whining at Time 1; mothers' negative emotionality predicted children's negative emotion word use at Time 1 and increases in children's arguing/fighting from Time 1 to Time 2. Parents' ratings of child negative emotionality also were associated with increases in children's arguing/fighting from Time 1 to Time 2, and child negative emotionality moderated the association between mothers' negative emotionality and children's arguing/fighting. Further, children with mothers high in negative emotionality displayed higher levels of problem behaviors when their mothers self-reported low levels of positive emotional expressiveness and/or high levels of negative emotional expressiveness. These findings offer preliminary evidence linking parent and child negative emotionality to everyday child behaviors and suggest that emotional expressiveness may play a key role in moderating the links between maternal negative emotionality and child behavioral problems. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Intensity of positive and negative emotions: Explaining the association between personality and depressive symptoms

The aim was to examine to what extent emotional intensity accounted for associations between the Big Five personality dimensions and depressive symptoms. Study 1 tested the model cross-sectionally, using survey data of 266 Dutch social science students. Study 2 experimentally examined how personality dimensions were related to emotional reactivity after exposure to various emotional stimuli. Dutch psychology students (N = 130) reported on their personality and viewed an amusing or sad film clip, after which the change in intensity of experienced positive and negative emotions was assessed. Individuals scoring higher on neuroticism generally experienced more intense negative emotions, through which they experienced a higher level of depressive symptoms. Individuals who were more agreeable experienced a lower level of depressive symptoms indirectly through higher general intensity of positive emotions. More agreeable individuals showed stronger increase in negative emotions and stronger decrease in positive emotions, though after exposure to the sad stimulus only. Although replication is needed, our results offer empirical support for a more taylor-made approach in decreasing nonclinical depressive symptoms taking into account both personality characteristics and emotion regulation.     

Emotionality,emotion regulation,and adaptation among 5- to 8-year-old children

This study investigated relations between emotionality, emotion regulation, and children's behavioral adaptation in a longitudinal design. Mothers rated emotionality and emotion regulation related to anger, fear, and positive emotions-exuberance for 151 children at age 5 and later at age 6 years 6 months. Emotionality and emotion regulation measures were modestly related. Preschool ratings at age 6 (n = 125), maternal ratings at age 6 years 6 months (n = 133), and elementary school ratings at age 8 (n = 135) of problems and competence were also collected. High anger emotionality and low regulation of positive emotions and exuberance predicted externalizing problem behavior and prosocial behavior. High fear emotionality and low fear regulation predicted internalizing problem behavior. There were few interactive effects of emotionality and regulation.     

Associations among alexithymia, positive and negative emotions, and self-defeating personality

This study examined the associations among 210 college students' alexithymia scores and three emotional orientation scores. Students completed the following three self-report instruments: 20-item Toronto Alexithymia Scale, 20-item Positive and Negative Affect Scale, and 24-item Self-defeating Personality Scale. As predicted, a linear regression model indicated that alexithymia was associated with negative emotional activation, self-defeating personality, and inversely associated with positive emotional activation. These three affect orientations accounted for 27% of the variance associated with subjects' cognitive-affective communication difficulties expressing their emotions. A second linear regression model indicated that negative emotion activation was significantly associated with self-defeating personality, and positive emotion activation was significantly inversely associated with self-defeating personality.     

Emotional Competence as a Mediator of the Relationship Between Internet Addiction and Negative Emotion in Young Adolescents in Hong Kong

Excessive use of the Internet in adolescents has been consistently found associated with multiple health concerns, especially negative emotions, and adversely affected one’s quality of life. While emotional competence is considered an important protective factor for youth development, its role in the relationship between Internet addiction and negative mental health outcomes has not been thoroughly investigated. The present study tested the mediation vs. moderation effects of emotional competence in the relation between Internet addiction and negative emotion in young adolescents based on 404 Hong Kong secondary school students (age = 12.4 ± 0.8 years). The results of structural equation modeling supported the mediation effect of emotional competence, but not its moderation effect. Internet addiction has both a direct influence on adolescents’ negative emotions, and an indirect effect through decreasing emotional competence. In particular, regulation of emotion appeared to be the only emotional competence dimension that mediates the relationship between Internet addiction and negative emotions. The findings suggest the importance of promoting emotional regulation competence to improve the quality of life of adolescents with Internet addiction problems.

     

Susceptibility to Affect: A Comparison of Three Personality Taxonomies

This study had three major goals: to clarify the relationships between Eysenck's, Gray's, and Cloninger's personality taxonomies, to show that traits from these taxonomies predict differential sensitivities to emotional states, and to explore the relationship between sensitivity to an emotional state and how much that state is actually experienced. A factor analysis of traits from Eysenck's, Gray's, and Cloninger's personality taxonomies resulted in three factors that were named reward sensitivity, impulsivity-thrill seeking, and punishment sensitivity. These factors predicted a global measure of affect, emotional reactions to a laboratory mood induction, and self-reported affect in daily life. Generally, reward sensitivity predicted positive, but not negative emotions, whereas punishment sensitivity predicted negative, but not positive emotions. Impulsivity-thrill seeking predicted few emotions in either context. Coherence among the relationships found across methodological contexts suggests that the traits that predict emotion susceptibilities in the laboratory similarly predict emotional experience in ongoing daily life.     

Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers

In this study of low income preschoolers (N?=? 60), we examined relations between three facets of emotional competence: emotion knowledge, level of negative emotion expression, and emotion regulation; and their associations with indicators of classroom adjustment. Emotion knowledge was positively related to positive emotion regulation but was not related to negative emotion expression or negative dysregulation. Negative emotion expression related to emotion regulation variables in expected directions. Negative emotion expression was associated with aggression and social skills after covarying verbal ability, age, and emotion knowledge. Negative dysregulation was related in expected directions to aggression, anxiety, and social skills after covarying verbal ability, age, emotion knowledge, and negative emotion expression. Positive emotion regulation was related negatively to anxiety and positively to social skills after covarying all other variables in the model. Results are discussed with regard to using the emotional competence domain to understand how emotion processing relates to early childhood adjustment.     

Emotion knowledge as a predictor of social behavior and academic competence in children at risk

Following leads from differential emotions theory and empirical research, we evaluated an index of emotion knowledge as a long-term predictor of positive and negative social behavior and academic competence in a sample of children from economically disadvantaged families ( N = 72). The index of emotion knowledge represents the child's ability to recognize and label emotion expressions. We administered control and predictor measures when the children were 5 years old and obtained criterion data at age 9. After controlling for verbal ability and temperament, our index of emotion knowledge predicted aggregate indices of positive and negative social behavior and academic competence. Path analysis showed that emotion knowledge mediated the effect of verbal ability on academic competence. We argue that the ability to detect and label emotion cues facilitates positive social interactions and that a deficit in this ability contributes to behavioral and learning problems. Our findings have implications for primary prevention.