Prediction of Children's Empathy-Related Responding From Their Effortful Control and Parents' Expressivity.

In this study, the linear and interactive relations of children's effortful control and parents' emotional expressivity to children's empathy-related responses were examined. Participants were 214 children, 4.5 to 8 years old. Children's effortful control was negatively related to their personal distress and was positively related to their sympathy. Parents' positive expressivity was marginally negatively related to children's personal distress and was marginally positively related to children's dispositional sympathy. Parents' negative expressivity was positively related to children's personal distress, but primarily at high levels of children's effortful control. Moreover, parents' negative expressivity was negatively related to children's situational sympathy at low levels of effortful control but was positively related to children's dispositional sympathy at high levels of effortful control. There were also quadratic relations between the measures of parents' expressivity and children's empathy-related responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental socialization of children's dysregulated expression of emotion and externalizing problems.

The relations of parents' warmth, emotional expressivity, and discussion of emotion to 2nd–5th graders' regulation of emotional expressivity, externalizing problem behaviors, and expressivity were examined. Parents' and children's facial expressions to evocative slides were observed, as was parents' discussion of the slides, and parents and teachers provided information on children's regulation of expressivity and problem behavior. Analyses supported the hypothesis that the effect of parental variables on children's problem behavior was at least partly indirect through their children's regulation of emotion. Children's low negative (versus positive) facial expressivity to negative slides was associated with problem behavior for boys. A reversed model did not support the possibility that children's functioning had causal effects on parenting. The findings suggest that parents' emotion-related behaviors are linked to children's regulation of expressivity and externalizing behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of parental emotional expressivity with quality of Indonesian children's social functioning.

In Western societies, parental expression of positive emotion has been positively related to the quality of children's social functioning, whereas their expression of negative emotion has been negatively or inconsistently related. The relations of parental expressivity to 3rd-grade Indonesian children's dispositional regulation, socially appropriate behavior, popularity, and sympathy were examined. Parents, teachers, and peers reported on children's social functioning and regulation, and parents (mostly mothers) reported on their own expression of emotion in the family. Generally, parental expression of negative emotion was negatively related to the quality of children's social functioning, and regression analyses indicated that the relations of parental negative expressivity to children's popularity and externalizing behaviors might be indirect through their effects on children's regulation. Unexpectedly, parental expression of positive emotion was unrelated to children's social functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations among mothers' expressivity, children's effortful control, and their problem behaviors: A four-year longitudinal study.

Longitudinal relations between mothers' expressivity, children's effortful control, and their problem behaviors were examined when children (N = 181) were 6.5-10 years old (T2) and again 2 (T3) and 4 (T4) years later. Mothers reported on their expression of positive and negative dominant emotion. Mothers and teachers reported on children's effortful control and externalizing and internalizing problem behaviors. In structural equation models, variables exhibited consistency over time. Further, the relation between mothers' expressivity (positive minus negative dominant emotion) at T2 and children's externalizing problems at T4 was mediated by T3 effortful control. The same process of mediation was significant for teacher- but not mother-reported internalizing problems. The results provide one explanation for how emotion-related socializing behaviors influence children's problem behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mother's 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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental Socialization of Emotion Expression: Gender Differences and Relations to Child Adjustment.

The present study examined gender differences in children's submissive and disharmonious emotions and parental attention to these emotions. Sixty children and their mothers and fathers participated when children were 4 and 6 years old. Children's emotion expression and parental responses during a game were coded. Girls expressed more submissive emotion than boys. Fathers attended more to girls' submissive emotion than to boys' at preschool age. Fathers attended more to boys' disharmonious emotion than to girls' at early school age. Parental attention at preschool age predicted later submissive expression level. Child disharmonious emotion predicted later externalizing symptoms. Gender differences in these emotions may occur as early as preschool age and may be subject to differential responding, particularly by fathers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning.

The role of regulation as a mediator of the relations between maternal emotional expressivity and children's adjustment and social competence was examined when children (N=208) were 4.5 to just 8 years old (Time 1, T1) and 2 years later (Time 2, T2). At T2, as at T1, regulation mediated the relation between positive maternal emotional expressivity and children's functioning. When T1 relations and the stability of variables over time were controlled for in a structural equation model, T2 relations generally were nonsignificant, although parents' dominant negative expressivity predicted high regulation. In contrast, in regressions, the findings for parent positive expressivity, but not negative expressivity, held at T2 when T1 variables were controlled. Thus, relations for negative expressivity, but not positive expressivity, changed with age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent and Child Psychological Factors in Pediatric Syncope and Other Somatic Symptoms.

The authors examined associations among parental and child adjustment, child syncope, somatic, and school problems. Participants were children (N = 56) ages 7-18 years with syncope. Measures included syncope severity, parental distress, and children's internalizing symptoms. For children diagnosed negative for neurocardiogenic syncope (NCS), their fathers' and their own psychological symptoms were positively associated with the severity of syncope, whereas their mothers' functioning was negatively associated with the severity of syncope. Also, for the negative NCS group, fathers' psychological functioning was associated with children's nonsyncope somatic complaints but not with their school problems. For the positive NCS group, few significant father-child associations were found, but several significant positive associations were revealed between mothers' psychological symptoms and their children's syncope as well as somatic and school problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's emotional experience: Relations among expression, self-report, and understanding.

Assessed the influence of social evaluation on children's emotional experience and understanding. 66 younger and older children (M ages?=?7.12 and 12.06 yrs) were videotaped as they played a game, during which they received mild positive or negative feedback from another child of the same age and gender. Children's emotion report and understanding of their emotional responses were obtained in a postgame interview. Feedback valence influenced children's emotion expression, self-report, and their understanding of emotion. Girls displayed more positive and negative emotion than boys in response to social feedback and were also more accurate in reporting their initial facial expression. Although younger and older children did not differ in mean level of understanding of emotion, only older children used the most sophisticated types of explanations for their emotions. Overall, emotion expression, self-report, and understanding were more closely related after positive than negative feedback. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent and child stress and symptoms: An integrative analysis.

This study assessed major and daily stressful life events and psychological symptoms in a sample of young adolescents and their parents. The relation between major life events and symptoms was mediated by daily stressors for parents and their young adolescent children. Children's emotional and behavioral problems were associated with fathers' psychological symptoms but not with mothers' symptoms. Both mothers' and fathers' symptoms were associated with their sons' daily stressors, but girls' daily stressors were related only to their mothers' symptoms. Mothers' symptoms were associated with their husbands' daily hassles in families of young adolescent boys, and both parents' symptoms were associated with their spouses' hassles in families of adolescent girls. Highlights the importance of studying stress processes between individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's responses to mothers' and fathers' emotionality and tactics in marital conflict in the home.

Addressing a gap in methodological approaches to the study of links between marital conflict and children, 51 couples were trained to complete home diary reports on everyday marital conflicts and children's responses. Parental negative emotionality and destructive conflict tactics related to children's insecure emotional and behavioral responses. Parental positive emotionality and constructive conflict tactics were linked with children's secure emotional responding. When parents' emotions and tactics were considered in the same model, negative emotionality was more consistently related to children's negative reactions than were destructive conflict tactics, whereas constructive conflict tactics were more consistently related to children's positive reactions than parents' positive emotionality. Differences in children's responding as a function of specific parental negative emotions (anger, sadness, fear) and parent gender were identified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Shyness and children's emotionality, regulation, and coping: contemporaneous, longitudinal, and across-context relations

The relations of teachers' and parents' reports of children's shyness (i.e., social inhibition) at ages 6-8, 8-10, and 10-12 years to dispositional regulation, emotionality, and coping were examined. Shyness was positively related to internalizing negative emotion, coping by doing nothing, and, for parent-rated shyness, behavioral inhibition/nonimpulsivity, attention focusing, and avoidant coping; it was negatively related to positive emotionality, instrumental coping, seeking support from teachers (at younger ages), and for teacher-rated shyness, attentional control. Often prediction held over several years and/or across reporters. Parent-reported internalizing negative emotion at age 4-6 predicted shyness at ages 6-8 and 8-10, but primarily for children low in attention shifting. Teacher-rated shyness was related to low social status; parent-rated shyness correlated with boys' adult-rated social status at age 4-6 and with style of social interaction, particularly for girls. The relation between parent- and teacher-reported shyness decreased with age. The overall pattern of findings was partially consistent with the conclusion that parent-rated shyness reflected primarily social wariness with unfamiliar people (i.e., temperamental shyness), whereas teacher-rated shyness tapped social inhibition due to social evaluative concerns.     

Mothers' Affect in the Homework Context: The Importance of Staying Positive.

This research investigated mothers' affect in the context of children's homework. Mothers (N=109) of children 8 to 12 years old were interviewed daily about their affect while interacting with children, their assistance with children's homework, and children's behavior while completing homework. At this time and 6 months later, children's motivational and emotional functioning was assessed. Although mothers' negative affect was lower than their positive affect, it was elevated on days their assistance with homework was high. This was accounted for by mothers' perceptions of children as helpless on days they provided heightened assistance. Mothers' positive affect in the homework context buffered children's motivational and emotional functioning against mothers' negative affect as well as children's helplessness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Authoritarian parenting in individualist and collectivist groups: Associations with maternal emotion and cognition and children's self-esteem.

Mothers and children between the ages of 7 and 12, from individualist (Western European) and collectivist (Egyptian, Iranian, Indian, and Pakistani) backgrounds, completed assessments of children's self-esteem, maternal authoritarianism, and mothers' thoughts and feelings about their children. Collectivist mothers endorsed authoritarian parenting more than did individualist mothers but did not feel or think more negatively about their children, and collectivist children were not lower in self-esteem. Within both groups, maternal negative affect and cognition were associated with lower self-esteem in children. However, maternal authoritarianism was associated with maternal negative emotion and cognition only in the individualist group. The results suggest that maternal negative thoughts and feelings, associated with authoritarianism in individualist but not collectivist groups, may be more detrimental to children's self-esteem than is authoritarianism in and of itself. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of marital conflict and children's social problem-solving skills.

Marital conflict has been shown to be negatively associated with child functioning. This study examined the relationships of negative and positive aspects of marital conflict and frequency of conflict with children's social problem-solving skills, as measured by effectiveness of alternative solutions. Mothers, fathers, and children reported on marital conflict. Mothers' higher negative conflict characteristics, in the context of greater frequency of conflict, and less frequent positive conflict characteristics, in the context of lower frequency of conflict, were significantly associated with their children's less effective social problem-solving solutions. For fathers, none of the negative but one of the positive conflict characteristics was significantly associated with their children's more effective social problem-solving solutions, regardless of the frequency of marital conflict. Children's perceptions of their parents' conflict were not significant predictors of their social problem-solving skills. Findings are interpreted in the framework of children's modeling aggressive conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of interparental aggression on children's adjustment: The moderating role of cognitive appraisal and coping.

This research examined the relationship between interparental aggression and children's adjustment through an analysis of the moderating effects of children's cognitive appraisal and coping strategies. Participants were 80 children in Grades 6, 7, and 8 who completed measures of level of interparental aggression and of cognitive appraisal and coping strategies reported in response to parents' conflicts. Children's adjustment was based on self-report measures of self-worth, externalizing behavior, and depression. Results showed that more frequent and intense conflict was associated with greater adjustment problems for children. Problematic beliefs about interparental conflict and ineffective coping strategies were also related to greater maladjustment. Significant interaction effects suggest that perceived peer availability and the use of social supports may buffer the negative effects of marital conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socialization of children's vicarious emotional responding and prosocial behavior: Relations with mothers' perceptions of children's emotional reactivity.

Examined mother–child emotion-related interactions and how these interactions related to mothers' perceptions of children's emotional reactivity. Mothers of 49 kindergartners and 54 2nd graders told their children 2 stories about distressed others. Children's emotional, physiological, and prosocial responses were also obtained. Mothers rated children's tendencies to become emotional when exposed to distressed others. For kindergartners, mothers' perceptions of children's emotional reactivity were positively related to her use of positive facial expressions. Mothers' perceptions of 2nd graders' emotional reactivity were inversely related to maternal responsiveness. These findings suggest that mothers may "adjust" their interactions with their children based on their perceptions of children's emotional tendencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intimate partner violence and preschoolers' explicit memory functioning.

This research examines whether parents' intimate partner physical violence (IPV) relates to their preschoolers' explicit memory functioning, whether children's symptoms of hyperarousal mediate this relation, and whether mothers' positive parenting moderates this relation. Participants were 69 mothers and their 4- or 5-year-old child (34 girls). Mothers completed measures of IPV, children's hyperarousal symptoms, parent-child aggression, and positive parenting. Measures of explicit memory functioning were administered to preschoolers. As expected, IPV correlated negatively with preschoolers' performance on explicit memory tasks, even after controlling for parent-child aggression and demographic variables related to preschoolers' memory functioning. Preschoolers' hyperarousal symptoms did not mediate the relation between IPV and explicit memory functioning, but mothers' positive parenting moderated this relation. Specifically, the negative relation between IPV and preschoolers' performance on 2 of the 3 explicit memory tasks was weaker when mothers engaged in higher levels of positive parenting. These findings extend research on IPV and children's adjustment difficulties to explicit memory functioning in preschoolers and suggest that mothers can ameliorate the influence of IPV on preschoolers' memory functioning via their parenting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement in Math and Science: Do Mothers' Beliefs Matter 12 Years Later?

Past research has indicated an association between parents' beliefs and adolescent children's self-perceptions of ability and has shown the importance of accounting for parents' gender-stereotyped beliefs when examining boys' and girls' self-perceptions of math-science ability. The current study extends these findings by examining the longitudinal relations between mothers' earlier gender stereotypes and perceptions and adolescents' later math-science achievement beliefs and career choices. As predicted, mothers' earlier perceptions of their adolescents' abilities were related to adolescents' math-science self-efficacy 2 years after high school, with adolescents' self-perceptions of math ability during 10th grade mediating the relation with mothers' perceptions. Moreover, mothers' earlier predictions of their children's abilities to succeed in math careers were significantly related to later career choices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)