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1.
Parental coping with children's negative emotions: relations with children's emotional and social responding 总被引：2，自引：0，他引：2
This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner. 相似文献
2.
This study examined factors that may influence children's decisions to control or express their emotions including type of emotion (anger, sadness, physical pain), type of audience (mother, father, peer, alone), age, and sex. Children's reported use of display rules, reasons for their decisions, and reported method of expression were examined. Subjects were 32 boys and 32 girls in each of the first ( M = 7.25 years old), third ( M = 9.33 years old), and fifth grades ( M = 11.75 years old). Regardless of the type of emotion experienced, children reported controlling their expression of emotion significantly more in the presence of peers than when they were with either their mother or father or when they were alone. Younger children reported expressing sadness and anger significantly more often than did older children, and girls were more likely than boys to report expressing sadness and pain. Children's primary reason for controlling their emotional expressions was the expectation of a negative interpersonal interaction following disclosure. 相似文献
3.
While a great deal of work in recent years has focused on the role of cognitive evaluation of events in the elicitation of anger, little has been said about how the interpersonal context of events colors such evaluation. In this study, we varied critical features of events identified by theorists (provocation, intent, and apology) along with the interpersonal context of the events. We examined the reactions of preadolescent and young adolescent boys and girls to hypothetical situations involving anger-provoking actions by best friends and classmates (casual acquaintances). The situations involving best friends elicited higher ratings of personal violation, more intense and prolonged negative emotion (including sadness and hurt feelings in addition to anger), and more coping attempts geared toward relationship preservation than did the situations involving classmates. Girls seemed to be particularly sensitive to relationship differences, consistently reporting different responses when friends and classmates were involved. Findings associated with the theoretical features of anger elicitation (provocation, intent, and apology), while generally fitting predictions, were less clear and convincing, overall, than the effects of relationship context. Findings related to age were limited but were consistent with research on the changing nature and meaning of friendship as children enter adolescence. Overall, our findings underscore the importance of relationship context as a backdrop against which emotional experience must be viewed. 相似文献
4.
Richard A. Fabes Nancy Eisenberg Melanie C. Smith Bridget C. Murphy 《Child development》1996,67(3):942-956
We examined how preschoolers coped with anger in interactions with well liked and not well liked peers. The free-play interactions of preschool-aged children ( M age = 66.27 months) were observed for 6 months. The frequency, causes, and intensity of children's anger, as well as their anger-related reactions, were compared for incidents provoked by peers who were "really liked" to those provoked by peers who were liked only "a little bit." Although there were no differences in the intensity of anger provocations by well liked and not well liked provocateurs, children's responses to provocations by well liked peers were more controlled than was the case for anger provoked by peers who were not well liked. In general, boys were more responsive to how they felt about the provocateur than were girls. These findings suggest that anger episodes with well liked children were less stressful than those with peers who were not well liked. 相似文献
5.
Burgess KB Wojslawowicz JC Rubin KH Rose-Krasnor L Booth-LaForce C 《Child development》2006,77(2):371-383
The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders (M age = 10.79 years; SD = .77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, and then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions, and coping responses. 相似文献
6.
Wing-kai Fung Kevin Kien-hoa Chung Rebecca Wing-yi Cheng 《Early education and development》2019,30(2):280-293
The present study investigated gender differences in social mastery motivation, vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined the relationships among this knowledge and these skills by gender. Participants were 134 Chinese children (68 boys, M age = 3.80; 66 girls, M age = 3.89) and their parents recruited through local kindergartens’ parent groups. The children were administered measures of social mastery motivation, vocabulary knowledge, behavioral self-regulation, and nonverbal intelligence. Parents reported their education level and children’s socioemotional skills. Research Findings: Results revealed that boys exhibited more social mastery interactions than girls, and girls showed better behavioral self-regulation and socioemotional skills than boys. Girls with higher social mastery interaction frequency demonstrated better vocabulary knowledge and socioemotional skills, whereas boys with higher social mastery interaction frequency showed lower behavioral self-regulation. Boys, who showed more positive affect during social mastery interactions, tended to have better expressive vocabulary, which facilitated their behavioral self-regulation. Practice or Policy: Findings highlight social mastery motivation as a potential factor that facilitates children’s early development, but it may contribute to boys and girls in different ways. 相似文献
7.
The Relations of Children's Emotion Regulation to Their Vicarious Emotional Responses and Comforting Behaviors 总被引：4，自引：1，他引：4
Richard A. Fabes Nancy Eisenberg Mariss Karbon Debra Troyer Galen Switzer 《Child development》1994,65(6):1678-1693
The purpose of the present study was to examine the relations of children's emotional and behavioral regulation (as indexed by heart rate variability and coping styles) to their emotional and prosocial responses to a crying infant. Kindergarten and second-grade children's vicarious emotional responses (e.g., facial reactions and heart rate slope) and comforting behaviors were recorded while children heard a crying infant. The mothers of these children completed a measure designed to assess their children's coping responses when exposed to others in distress. It was found that children who were able to regulate their arousal (as assessed with heart rate variance) and typically responded instrumentally when exposed to others' needy states and conditions were relatively unlikely to become distressed and relatively likely to talk to and comfort the crying infant. Compared to boys, girls were found to be more responsive to the crying infant and were reported to engage in more direct, active coping responses when exposed to others in distress. The results are discussed in relation to research on emotion regulation and coping in interpersonal contexts. 相似文献
8.
48 1- and 48 2-year-olds were observed in groups of 3 for 25 min on 2 consecutive days, once with ample resources and once with scarce resources. The triads were composed of either 2 girls and a boy or 2 boys and a girl, and duplicate copies of toys were available for half the groups. Their conflicts contained interpersonal features and were more affected by social influences than by the availability of resources. Contrary to expectations, scarcity of resources did not result in increased conflict. In fact, 2-year-olds were more likely to resolve conflict by sharing when toys were scarce. The provision of duplicates decreased the probability of conflict, but many conflicts occurred even when a duplicate was easily accessible. The form of conflict depended on the children's age and the gender composition of the group. Older children and groups dominated by boys, relative to younger children and groups dominated by girls, were less likely to use force and more likely to resolve disputes in prosocial ways. Taken together, these findings provide further evidence for the social nature of conflict in the first few years of life. 相似文献
9.
Julie A. Hubbard 《Child development》2001,72(5):1426-1438
The goal of the current study was to investigate sociometric status, aggression, and gender differences in children's expression of anger, happiness, and sadness. Participants were 111 second-grade African American boys and girls, half rejected and half average sociometric status, and half aggressive and half nonaggressive as assessed by their peers. Children interacted with a confederate in two standardized competitive game paradigms. Participants' expressions of anger, happiness, and sadness were observationally coded across facial, verbal intonation, and nonverbal modalities. Rejected children expressed more facial and verbal anger than average-status children. Rejected children also expressed more nonverbal happiness than average children, but only during turns of the game that were favorable to the participant. Finally, boys expressed more facial, verbal, and nonverbal anger than girls. 相似文献
10.
Jutta Kienbaum 《Early education and development》2001,12(1):139-153
The present study examined how child care teachers' socialization practices and child characteristics jointly predict children's sympathetic-prosocial responding. A total of 25 teachers of 105 five-year-old children were observed during free play with regard to their warmth, non-directiveness and passivity-activity. The children's reactions to distress simulations in two different situations were observed. The children's inhibition and aggression were rated by teachers and parents. More compassionate behavior was shown by girls as compared to boys and by children in classes with warmer teachers; inhibited children showed tendentially less sympathetic-prosocial reactions than non-inhibited children. Furthermore, girls who showed sympathetic-prosocial reactions were rated as more aggressive than girls who did not, and boys who showed sympathetic-prosocial behavior as compared to those who did not were in classes with warmer teachers. The data suggest that child characteristics as well as socialization practices play an important role in children's interpersonal functioning. Among the teacher variables, their ability to interact in a warm, affectionate way is of central importance for the development of emotional competence in children. 相似文献
11.
12.
Preoccupied and Avoidant Coping during Middle Childhood 总被引：2，自引：0，他引：2
Prior research on attachment to caregivers during middle childhood has failed to include assessments of the divergent coping styles that insecure attachment can take. In this study, self-report scales were developed to assess children's preoccupied coping (strong need for mother during stress but inability to be soothed by her) and avoidant coping (denial of need for mother and avoidance of her during stress). The scales were administered to 229 boys and girls in the third through seventh grades (mean age 11.3 years) and were associated in theoretically meaningful ways with peers' reports of the children's adjustment at school. The advantage of including assessments of coping style in studies of attachment-adjustment relations in middle childhood is noted. 相似文献
13.
Nelson JA Leerkes EM O'Brien M Calkins SD Marcovitch S 《Parenting, science and practice》2012,12(1):22-41
OBJECTIVE: Mothers' beliefs about their children's negative emotions and their emotion socialization practices were examined. DESIGN: Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children's negative emotions, and mothers' emotion teaching practices were observed. RESULTS: African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children's negative emotions than European Americans and more nonsupportive responses to children's anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers' responses to negative emotions were explained, in part, by mothers' beliefs about emotions. CONCLUSIONS: Differences in beliefs and practices may reflect African American mothers' efforts to protect their children from discrimination. 相似文献
14.
15.
The effects of individual and group performance on children's evaluations of themselves and in- and out-group were examined. 128 girls and boys aged 3, 5, 7, and 9 years were randomly assigned to alleged "fast" or "slow" teams and asked to make various self, interpersonal, and intergroup evaluations. These showed strong developmental changes. Intergroup comparisons were made as early as 3 years, and this age group was sensitive to the relative standing of their team. However, the 5-year-old children showed markedly high self-evaluations, very strong in group bias in their evaluations of the 2 teams, and a high level of group cohesion irrespective of their own team's alleged performance. Gender differences were observed in self-evaluations after team assignment (boys responding more than girls to their team's alleged performance). The implications of these findings for recent work based on cognitive-developmental and social identity theories are discussed. 相似文献
16.
Children's evaluations of retaliatory aggression 总被引：1，自引：0，他引：1
The present study examined how 5-10-year-old children's judgments of retaliation were affected by its severity relative to the initial provocation and by the causal nature of the initial provocation. 72 boys and girls first received information about property-damaging provocations that were portrayed as accidental, foreseeable, justifiably intended, or unjustifiably intended in nature. They were subsequently informed that the victim responded with interpersonal aggression or with a verbal reprimand. Children's perceptions of the causal nature of the provocation and their naughtiness and punishment judgments of the retaliator were assessed. 2 major findings were obtained, both of which were unrelated to age. First, children's perceptions of the initial provocation were more differentiated than has been reported in the past, but these perceptions did not correspond uniformly to the manipulations of causality. Second, although children's evaluations of the retaliator were not an inverse function of their own perceptions of the initial provocation, they did vary systematically according to these perceptions and the extremity of the retaliator's response. 相似文献
17.
Bullying is a form of interpersonal trauma that impacts all parties involved, including the youth who witness the bullying. Some bystanders choose to intervene and defend the child being bullied. Defending may be positively associated with psychosocial difficulties because youth are becoming more involved in a traumatic event, or because youth may be actively coping with the distress elicited from witnessing bullying; however, the link between defending and psychosocial difficulties has not yet been examined. The current study investigated the age-related differences and psychosocial difficulties associated with defending behaviour in school bullying. Data were collected from 5071 Canadian youth from Grades 4–12. Participants completed an online survey at school, which assessed demographic information, recent defending behaviour, location and frequency of witnessing bullying, and psychosocial difficulties (internalizing, anger, psychosomatic, academic, and relationship difficulties). A subsample of 1443 pure bystanders (no current bullying involvement) was used for regression analyses. Defending behaviour was more common among girls and among younger students. For boys, defending behaviour was associated with more psychosocial difficulties compared to boys who only witnessed the bullying. This relationship was less consistent for girls. Defending behaviour was also associated with more psychosocial difficulties at high levels of bullying exposure. These associations suggest that defending may come at a cost for youth, or that youth are defending their peers to cope with negative emotions associated with witnessing interpersonal trauma. More longitudinal research is needed to clarify these associations. 相似文献
18.
Carolyn Zahn-Waxler Ruth J. Friedman Pamela M. Cole Ichiro Mizuta Noriko Hiruma 《Child development》1996,67(5):2462-2477
Japanese and U.S. preschool children's responses to hypothetical interpersonal dilemmas were examined as a function of culture, gender, and maternal child-rearing values. U.S. children showed more anger, more aggressive behavior and language, and underregulation of emotion than Japanese children, across different contexts of assessment. Children from the 2 cultures appeared more similar on prosocial and avoidant patterns, though in some contexts U.S. children also showed more prosocial themes. Girls from both cultures expressed more prosocial themes and sometimes more anger than boys. Maternal encouragement of children's emotional expressivity was correlated with anger and aggression in children. It was more characteristic of U.S. than Japanese mothers, while emphasis on psychological discipline (reasoning; guilt and anxiety induction) was more characteristic of Japanese than U.S. mothers. The relevance of a conceptual framework that focuses on differences in Eastern and Western cultures in self-construals regarding independence and interdependence is considered. 相似文献
19.
The quality of children's social adaptation in preschool was related to levels of internalizing problem behavior following transition to kindergarten. Measures of peer acceptance, social skills, and social problem-solving ability were assessed in 79 4-5 year old children, and related to teacher's ratings of anxious/withdrawn behavior assessed concurrently and one year later. Boys and girls did not differ in mean levels of symptoms, but girls tended to show higher levels of stability in internalizing problem behavior than boys. As predicted, preschool-age children with relatively high rates of internalizing problem behavior tended to manifest lower levels of social competence than others. Moreover, low levels of social competence in preschool were robust predictors of persistently high levels of internalizing problems across the two time periods. 相似文献
20.
OBJECTIVE: The purpose of the present research was to explore the sexual behaviors of 2- to 7-year-old children through reports of day-care personnel. An overall aim of this exploratory study was to provide information about the frequencies of child sexual behaviors. Also, the aim was to explore any age and gender differences. METHOD: A representative sample of 364 Finnish children not screened for developmental delay, sexual abuse history or psychiatric problems (181 girls and 183 boys) in 190 day-care centers were studied using the "Day-Care Sexuality Questionnaire" (DCSQ), with 244 sexual and other behavior items. RESULTS: Age influenced more the extent of the 244 sexual behaviors of boys than of girls. In sexual behaviors increasing with age, girls showed behaviors with a more social character, whereas boys showed more explorative and information-seeking behaviors. Girls had a higher frequency of domestic and gender role exploring behaviors, whereas the boys tended to engage in explorative acting and information-seeking behaviors. CONCLUSIONS: The results suggest that child sexual behavior reported by day-care personnel may provide useful information about the development of children's sexuality. Implications for sexual abuse investigations were discussed. 相似文献