Links between parent-child conversations about emotions and changes in children's emotion knowledge across early childhood

被引：6

作者：

Reschke, Peter J. ^{[1
,3
]}

Clifford, Brandon N. ^{[2
]}

Brown, Mindy ^{[1
]}

Siufanua, Matthew ^{[1
]}

Graver, Haley ^{[1
]}

Cooper, Alexandra M. ^{[2
]}

Porter, Chris L. ^{[1
]}

Stockdale, Laura A. ^{[1
]}

Coyne, Sarah M. ^{[1
]}

机构：

[1] Brigham Young Univ, Provo, UT USA

[2] Arizona State Univ, Tempe, AZ USA

[3] Brigham Young Univ, Sch Family Life, 2086 JFSB, Provo, UT 84602 USA

来源：

CHILD DEVELOPMENT | 2024年 / 95卷 / 01期

关键词：

INDIVIDUAL-DIFFERENCES; ACADEMIC COMPETENCE; FACIAL EXPRESSIONS; STEPPING STONES; STATE LANGUAGE; MOTHER; TALK; ATTACHMENT; DISCOURSE; BEHAVIOR;

D O I：

10.1111/cdev.13960

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examined different sources of emotion socialization. Children (N = 256, 115 girls, 129 boys, 12 child gender not reported) and parents (62% White, 9% Black, 19% Hispanic, 3% Asian American, and 7% "Other") were recruited from Denver, Colorado. In waves 1 (M-age = 2.45 years, SD = 0.26) and 2 (M-age = 3.51 years, SD = 0.26), parents and children discussed wordless images of children experiencing an emotion (e.g., sad after dropping ice cream). Children's emotion knowledge was assessed at waves 2 and 3 (M-age = 4.48 years, SD = 0.26). Structural equation modeling found concurrent and prospective relations between parents' questions, parents' emotion talk, children's emotion talk, and children's emotion knowledge, highlighting the multidimensional nature of early emotion socialization.

引用

页码：82 / 97

页数：16

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