Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: Differential associations across child gender / Jera Nelson CUNNINGHAM in Development and Psychopathology, 21-1 (January 2009)  

Public ISBD [article]  inDevelopment and Psychopathology > 21-1 (January 2009) . - p.261-283 Titre : Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: Differential associations across child gender Type de document : Texte imprimé et/ou numérique Auteurs : Jera Nelson CUNNINGHAM, Auteur ; Pamela W. GARNER, Auteur ; Wendy KLIEWER, Auteur Année de publication : 2009 Article en page(s) : p.261-283 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The prospective relation of maternal emotion philosophy to children's emotion understanding and regulation and positive and negative adjustment was investigated. Sixty-nine African American youth (50% male; M age = 11.29 years) and their maternal caregivers living in high violence areas of a midsized city participated in this interview study. Caregivers' meta-emotion philosophy predicted child emotion understanding and emotion regulation, which also were associated with Time 2 grades, internalizing behaviors, externalizing behaviors, and social skills after controlling for Time 1 adjustment. Emotional understanding mediated the relationship between caregivers' emotional socialization and boys' internalizing behaviors and between caregivers' emotional socialization and girls' social skills. In addition, emotion regulation mediated the relationships between emotional socialization and all four outcomes for boys. Implications for future work on emotion socialization and clinical intervention, particularly related to emotion regulation, are discussed. En ligne : http://dx.doi.org/10.1017/s0954579409000157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=681 [article] Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: Differential associations across child gender [Texte imprimé et/ou numérique] / Jera Nelson CUNNINGHAM, Auteur ; Pamela W. GARNER, Auteur ; Wendy KLIEWER, Auteur . - 2009 . - p.261-283. Langues : Anglais (eng) in Development and Psychopathology > 21-1 (January 2009) . - p.261-283 Index. décimale : PER Périodiques Résumé : The prospective relation of maternal emotion philosophy to children's emotion understanding and regulation and positive and negative adjustment was investigated. Sixty-nine African American youth (50% male; M age = 11.29 years) and their maternal caregivers living in high violence areas of a midsized city participated in this interview study. Caregivers' meta-emotion philosophy predicted child emotion understanding and emotion regulation, which also were associated with Time 2 grades, internalizing behaviors, externalizing behaviors, and social skills after controlling for Time 1 adjustment. Emotional understanding mediated the relationship between caregivers' emotional socialization and boys' internalizing behaviors and between caregivers' emotional socialization and girls' social skills. In addition, emotion regulation mediated the relationships between emotional socialization and all four outcomes for boys. Implications for future work on emotion socialization and clinical intervention, particularly related to emotion regulation, are discussed. En ligne : http://dx.doi.org/10.1017/s0954579409000157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=681

The roles of behavioral adjustment and conceptions of peers and emotions in preschool children's peer victimization / Pamela W. GARNER in Development and Psychopathology, 19-1 (Winter 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-1 (Winter 2007) . - p. 57-71 Titre : The roles of behavioral adjustment and conceptions of peers and emotions in preschool children's peer victimization Type de document : Texte imprimé et/ou numérique Auteurs : Pamela W. GARNER, Auteur ; Elizabeth A. LEMERISE, Auteur Année de publication : 2007 Article en page(s) : p. 57-71 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Ninety-four low- and middle-income preschoolers (48 boys, 46 girls) were recruited from two sites in a large southwestern city. Children's positive attributions of peer intent, social problem-solving decisions, and attributions of peers' feelings about the provocation were evaluated from individual interviews. In addition, children's anger perception accuracy and their global emotion situation knowledge were assessed. Teachers and their assistants reported on the children's social competence, internalizing and externalizing behavior, and the degree to which children were physically and relationally victimized. Social competence was a negative predictor of relational and physical victimization, and externalizing behavior was a positive predictor of both types of victimization. Anger perception accuracy was negatively related to physical victimization, and global emotion situation knowledge and attributions of sorrow to provoking peers were positive predictors. Results support a conceptual framework that emphasizes the importance of social and emotion-related social cognitive variables for understanding young children's peer-related victimization. En ligne : http://dx.doi.org/10.1017/s0954579407070046 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] The roles of behavioral adjustment and conceptions of peers and emotions in preschool children's peer victimization [Texte imprimé et/ou numérique] / Pamela W. GARNER, Auteur ; Elizabeth A. LEMERISE, Auteur . - 2007 . - p. 57-71. Langues : Anglais (eng) in Development and Psychopathology > 19-1 (Winter 2007) . - p. 57-71 Index. décimale : PER Périodiques Résumé : Ninety-four low- and middle-income preschoolers (48 boys, 46 girls) were recruited from two sites in a large southwestern city. Children's positive attributions of peer intent, social problem-solving decisions, and attributions of peers' feelings about the provocation were evaluated from individual interviews. In addition, children's anger perception accuracy and their global emotion situation knowledge were assessed. Teachers and their assistants reported on the children's social competence, internalizing and externalizing behavior, and the degree to which children were physically and relationally victimized. Social competence was a negative predictor of relational and physical victimization, and externalizing behavior was a positive predictor of both types of victimization. Anger perception accuracy was negatively related to physical victimization, and global emotion situation knowledge and attributions of sorrow to provoking peers were positive predictors. Results support a conceptual framework that emphasizes the importance of social and emotion-related social cognitive variables for understanding young children's peer-related victimization. En ligne : http://dx.doi.org/10.1017/s0954579407070046 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

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