|
|
|
| The development and evidence of models of children’s emotional socialization |
| FU Mingzhu, LU Jiamei, YU Meiqi, YE Weihao, GAO Qi |
1 Shanghai Xinzhong Junior Middle School, Shanghai 200436;
2 College of Education, Shanghai Normal University, Shanghai 200234;
3 Center for Mental Health Development, China Jiliang University College of Modern Science and Techology, Jinhua 322000 |
|
|
|
|
Abstract Emotional socialization is an important process of children's social development, which is manifested in interpersonal communication and social behavior. Previous researches have proposed two models of children’s emotional socialization： （1） the theoretical model of emotional socialization of family process, （2） the theoretical model of emotional socialization of school process. This paper summarized the theoretical logic and potential influencing factors of emotional socialization from family to school. In the future, more domestic Chinese samples should be conducted for further study. In addition, the research on mechanism and model of emotional socialization process should be expanded, and then put into application of family rearing and school education, so as to promote children’s positive socialization.
|
|
|
|
|
|
[1] 成莉, 刘云艳. (2008). 父母对幼儿情绪社会化的影响机制研究.教育导刊(下半月), (07), 27-29.
[2] 郭海英, 陈丽华, 叶枝, 潘瑾, 林丹华. (2017). 流动儿童同伴侵害的特点及与内化问题的循环作用关系:一项追踪研究.心理学报, 49(03), 336-348.
[3] 梁宗保, 严嘉新, 张光珍. (2020). 父母元情绪理念与儿童社会适应:父母情绪反应的中介作用.心理科学, 43(03), 608-614.
[4] 严蓓颖, 李玉华, 俞劼, 刘悦. (2021). 小学生同伴关系与学业适应的关系:有调节的中介模型.中国特殊教育, (09), 89-96.
[5] Acar I. H., Kutaka T. S., Rudasill K. M., Torquati J. C., Coplan R. J., & Yıldız S. (2020). Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior.Current Psychology, 39(6), 2231-2245.
[6] Ainsworth, M. D. (1989). Attachments beyond infancy.American Psychologist, 44, 709-716.
[7] Anson A., Cook T. D., Habib F., Grady M. K., Haynes N., & Comer J. P. (1991). The Comer School Development Program.Urban Education, 26(1), 56-82.
[8] Bardack, S., & Obradovic’, J. (2019). Observing teachers’ displays and scaffolding of executive functioning in the classroom context.Journal of Applied Developmental Psychology, 62, 205-219.
[9] Bassett H. H., Denham S. A., Fettig N. B., Curby T. W., Mohtasham M., & Austin N. (2016).Temperament in the classroom: Children low in surgency are more sensitive to teachers reactions to emotions.International Journal of Behavioral Development, 41(1), 4-14.
[10] Beaudoin M.-J., Poirier N., & Nader-Grosbois N. (2021). Relationships between mother-child conversations about emotion and socioemotional development of children with autism spectrum disorder.Journal of Autism and Developmental Disorders, 52, 4022-4034.
[11] Bjϕrk R. F., Havighurst S. S., Pons F., & Karevold E. B. (2020). Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding.Scandinavian Journal of Psychology, 61(6), 751-762.
[12] Bojuwoye O., Moletsane M., Stofile S., Stofile S., Moolla N., Sylvester F. (2014). Learners’ experiences of learning support in selected Western Cape schools.South African Journal of Education, 34(1), 1-15.
[13] Brackett M. A., Reyes M. R., Rivers S. E., Elbertson N. A., & Salovey P. (2011). Classroom emotional climate, teacher affiliation, student conduct.Journal of Classroom Interaction, 46(1), 27-36.
[14] Brophy-Herb H. E., Miller A. L., Martoccio T. L., Horodynski M., Senehi N., Contreras D., Peterson K., Dalimonte-Merckling D., Favreau Z., Sturza J., Kaciroti N., & Lumeng J. C. (2019). Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies?Early Childhood Research Quarterly, 47, 518-530.
[15] Cheung R. Y. M., Boise C., Cummings E. M., & Davies P. T. (2018). Mothers’ and fathers’ roles in child adjustment: Parenting practices and mothers’ emotion socialization as predictors.Journal of Child and Family Studies, 27(12), 4033-4043.
[16] Cole P. M., Dennis T. A., Smith-Simon K. E., & Cohen L. H. (2009). Preschoolers’ emotion regulation strategy understanding: Relations with emotion socialization and child self-regulation.Social Development, 18, 324-352.
[17] Crockett L. J., Wasserman A. M., Rudasill K. M., Hoffman L., & Kalutskaya I. (2018). Temperamental anger and effortful control, teacher-child conflict, and externalizing behavior across the elementary school years.Child Development, 89, 2176-2195.
[18] Cui L., Criss M. M., Ratliff E., Wu Z., Houltberg B. J., Silk J. S., & Morris A. S. (2020). Longitudinal links between maternal and peer emotion socialization and adolescent girls’ socioemotional adjustment.Developmental Psychology, 56(3), 595-607.
[19] DeLay D., Zhang L. L., Hanish L. D., Miller C. F., Fabes R. A., Martin C. L., Kochel K. P., & Updegraff K. A. (2016). Peer influence on academic performance: A social network analysis of social-emotional intervention effects.Prevention Science, 17(8), 903-913.
[20] Denham S. A., Ferrier D. E., & Bassett H. H. (2020). Preschool teachers’ socialization of emotion knowledge: Considering socioeconomic Risk. Journal of Applied Developmental Psychology, 69, 101160.
[21] Dishion T. J., Spracklen K. M., Andrews D. W., & Patterson G. R. (1996). Deviancy training in male adolescent friendships.Behavior Therapy, 27, 373-390.
[22] Dixon-Gordon K. L., Marsh N. P., Balda K. E., & McQuade J. D. (2019). Parent emotion socialization and child emotional vulnerability as predictors of borderline personality features.Research on Child and Adolescent Psychopathology, 48(1), 135-147.
[23] Eisenberg N., Cumberland A., & Spinrad T. L. (1998). Parental socialization of emotion.Psychological Inquiry, 9(4), 241-273.
[24] Eisenberg N., Spinrad T. L., & Cumberland A. (1998). The socialization of emotion: Reply to commentaries.Psychological Inquiry, 9(4), 317-333.
[25] Fussner L. M., Luebbe A. M., Mancini K. J., & Becker S. P. (2016). Emotion dysregulation mediates the longitudinal relation between peer rejection and depression.International Journal of Behavioral Development, 42(2), 155-166.
[26] Garandeau C. F., Laninga-Wijnen L., & Salmivalli C. (2022). Effects of the KiVa Anti-Bullying Program on affective and cognitive empathy in children and adolescents.Journal of Clinical Child & Adolescent Psychology, 51(4), 515-529.
[27] Gerhardt M., Feng X., Wu Q., Hooper E. G., Ku S., & Chan M. H. (2020). A naturalistic study of parental emotion socialization: Unique contributions of fathers.Journal of Family Psychology, 34(2), 204-214.
[28] Gray C., Wilcox G., & Nordstokke D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review.Canadian Psychology/Psychologie Canadienne, 58(3), 203-210.
[29] Hamre B. K., Pianta R. C., Downer J. T., & Mashburn A. J. (2010). Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors.Social Development, 17(1), 115-136.
[30] Hardcastle B., Byrnes D., Bartlett A., Denton P., & Walsh, P. R. (1981). The ecology of human development—Experiments by nature and design by Urie Bronfenbrenner. Cambridge, Ma.: Harvard University Press, 1979. 330 pp. The Educational Forum, 46(1), 117-123.
[31] Hernandez E., Carmichael K., Kiliç Ş., & Dunsmore J. C. (2018). Linguistic indirectness in parent-preschooler reminiscing about emotion‐related events: Links with emotion regulation and psychosocial adjustment.Social Development, 28(4), 761-781.
[32] Hooper E. G., Wu Q., Ku S., Gerhardt M., & Feng X. (2018). Maternal emotion socialization and child outcomes among African Americans and European Americans.Journal of Child and Family Studies, 27(6), 1870-1880.
[33] Hu Y., Emery H. T., Ravindran N., & McElwain N. L. (2020). Direct and indirect pathways from maternal and paternal empathy to young children’s socioemotional functioning.Journal of Family Psychology, 34(7), 825-835.
[34] Hu Y., Wang Y., Liu A. (2017). The influence of mothers’ emotional expressivity and class grouping on Chinese preschoolers’ emotional regulation strategies.Journal of Child and Family Studies, 26, 824-832.
[35] Jones S. M., Bub K. L., & Raver C. C. (2013). Unpacking the black box of the Chicago School Readiness Project intervention: The mediating roles of teacher-child relationship quality and self-regulation.Early Education and Development, 24(7), 1043-1064.
[36] Juvonen J.,& Galván, A. (2008). Peer influence in involuntary social groups: Lessons from research on bullying New York, NY: New York: Guilford Press Lessons from research on bullying. New York, NY: New York: Guilford Press.
[37] King K. M., McLaughlin K. A., Silk J., & Monahan K. C. (2018). Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction. Development and Psychopathology, 30, 1389-1401.
[38] Kramer, L., & Conger, K. J. (2009). What we learn from our sisters and brothers: For better or for worse.New Directions for Child and Adolescent Development, 126, 1-12.
[39] Laursen, B. (2018). Peer influence. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (2nd ed., pp. 447-469). New York, NY: Guilford Press.
[40] Liew J., Valiente C., Hernández M. M., & Abrera D. (2019). Self regulation and reactivity, school-based relationships, and school engagement and achievement. In D. Whitebread & M. McClelland(Eds.), SAGE handbook on developmental psychology and early childhood education(pp. 42-62). Cambridge, UK: Sage.
[41] Martin C. L., Fabes R. A., Hanish L. D., Gaertner B., Miller C. F., Foster S., & Updegraff K. A. (2017). Using an intergroup contact approach to improve gender relationships.The Wiley Handbook of Group Processes in Children and Adolescents, 435-454.
[42] McCormick M. P., O’Connor E. E., Cappella E., & McClowry S. G. (2015). Getting a good start in school: Effects of INSIGHTS on children with high maintenance temperaments.Early Childhood Research Quarterly, 30, 128-139.
[43] Mccoy D. C., Jones S., Roy A., & Raver C. C. (2018). Classifying trajectories of social-emotional difficulties through elementary school: Impacts of the Chicago School Readiness Project.Developmental Psychology, 54(4),772-787.
[44] Moed A., Dix T., Anderson E. R., & Greene S. M. (2017). Expressing negative emotions to children: Mothers’ aversion sensitivity and children’s adjustment.Journal of Family Psychology, 31(2), 224-233.
[45] Neuenschwander R., Friedman-Krauss A. H., Raver C., & Blair C. (2017). Teacher stress predicts child executive function: Moderation by school poverty.Early Education and Development, 28, 880-900.
[46] O'Connor E. E., Cappella E., McCormick M. P., & McClowry S. G. (2014). An examination of the efficacy of INSIGHTS in enhancing the academic and behavioral development of children in early grades.Journal of Educational Psychology, 106(4), 1156-1169.
[47] Pianta R. C., Belsky J., Vandergrift N., Houts R., & Morrison F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school.American Educational Research Journal, 45, 365-397.
[48] Ponitz C. C., Rimm-Kaufman S. E., Brock L. L., & Nathanson L. (2009). Early adjustment, gender differences, and classroom organizational climate in first grade.The Elementary School Journal, 110, 142-162.
[49] Poulou, M. S., & Denham, S. A. (2022). Teachers' emotional expressiveness and coping reactions to students' emotions: Associations with students’ social-emotional competences and school adjustment.Early Education and Development, 1-19.
[50] Prewett S. L., Bergin D. A., & Huang F. L. (2018). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective.School Psychology International, 40(1), 66-87.
[51] Price, N. N., & Kiel, E. J. (2021). Longitudinal links among mother and child emotion regulation, maternal emotion socialization, and child anxiety.Research on Child and Adolescent Psychopathology, 49(8), 224-233.
[52] Raver C. C., Jones S. M., Li-Grining C., Zhai F., Bub K., & Pressler E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: Self-regulation as a mediating mechanism.Child Development, 82, 362-378.
[53] Rimm-Kaufman S. E., Baroody A. E., Larsen R. A. A., Curby T. W., & Abry T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?Journal of Educational Psychology, 107, 170-185.
[54] Salmivalli C., Kärnä A., & Poskiparta E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied.International Journal of Behavioral Development, 35(5), 405-411.
[55] Scott, S. A., & Hakim-Larson, J. (2021). Temperament, emotion regulation, and emotion-related parenting: Maternal emotion socialization during early childhood.Journal of Child and Family Studies, (4), 1-14.
[56] Shewark E. A., Zinsser K. M., & Denham S. A. (2018). Teachers’ perspectives on the consequences of managing classroom climate.Child & Youth Care Forum, 47(6), 787-802.
[57] Sosa-Hernandez L., Sack L., Seddon J. A., Bailey K., & Thomassin K. (2020). Mother and father repertoires of emotion socialization practices in middle childhood.Journal of Applied Developmental Psychology, 69(3), 101159.
[58] Sun Y., Lam C. B., & Chung, K. K. H. (2021). Associations between maternal reactions to child negative emotions and child social competence: A longitudinal study.Journal of Family Psychology, 35(5), 671-679.
[59] Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how.”Teaching and Teacher Education, 74, 180-189.
[60] Thompson S. F., Zalewski M., Kiff C. J., Moran L., & Lengua L. J. (2020). An empirical test of the model of socialization of emotion: Maternal and child contributors to preschoolers’ emotion knowledge and adjustment.Developmental Psychology, 56(3), 418-430.
[61] Valiente C., Swanson J., D Delay, Fraser, A. M., & Parker J. H. (2020). Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context.Developmental Psychology, 56(3), 578-594.
[62] Yaremych, H. E., & Volling, B. L. (2020). Sibling relationships and mothers’ and fathers’ emotion socialization practices: A within-family perspective.Early Child Development and Care, 190(2), 195-209. |
|
|
|
