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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Grandmothers' and mothers' emotion socialization through intergenerational reminiscing in underrepresented families in the U.S.

Hernandez, Erika 26 May 2020 (has links)
Emotion socialization is defined as how socializers teach children about emotions, and one way socializers do this is through reminiscing about past emotional events. In the current study, I build on prior research on maternal emotion socialization by examining grandmothers' role in socializing children's emotions, given the prominence of grandparents' involvement in caregiving tasks for minority and underrepresented families. I also incorporate indirectness, a concept that is well-established in linguistic research. Rather than focusing on what family members say during emotion-related reminiscing, indirectness assesses how family members communicate reminiscing content. Participants for Study 1 – the Family Interaction Study – were 18 grandmother-mother-child triads (5 Latinx and 13 Appalachian) with children in the 3rd, 4th, or 5th grade. Families discussed two past, shared emotional events together, one positive event and one negative, in both triadic and dyadic interactions. Grandmothers', mothers', and children's speech was coded for use of emotion labels and explanations, using an established coding scheme in the emotion socialization literature, as well as for indirectness, using a coding scheme created in my previous work. Grandmothers and mothers completed questionnaires about children's social outcomes (emotion regulation and social competence), and children self-reported on their own social behavior. Grandmothers and mothers also completed questionnaires about their beliefs about children's emotions, as well as their experiences related to being underrepresented. Finally, grandmothers and mothers responded to an open-ended prompt about their race, ethnicity, and culture in relation to emotion and family values. Descriptive analyses for the Family Interaction Study were conducted to examine similarities and differences between grandmothers' and mothers' speech during familial conversations. Descriptive results indicate that grandmothers and mothers were involved during reminiscing conversations to a similar extent. Given the small sample size for this study, I was not able to conduct the planned within- and across-group tests for associations between grandmothers' and mothers' experiences and beliefs, their emotion-related discourse, and children's social outcomes. Grandmothers' and mothers' responses to the open-ended prompt were analyzed with a thematic analysis. Qualitative results identified themes present in existing literature, such as those regarding emotion expression, emotion regulation, and teaching of emotion, as well as themes not yet identified in the literature, such as the role of religion in the socialization of children's emotions. Participants for Study 2 – the Online Grandmothers Study – were 150 grandmothers (52 African American, 51 Latinx, and 50 Appalachian) with grandchildren in the 3rd, 4th, or 5th grade. Grandmothers completed the same questionnaires as the participants in the Family Interaction Study about grandchildren's social outcomes, as well as their beliefs about children's emotions, and their experiences related to being underrepresented. Quantitative analyses for this study were conducted to investigate associations between grandmothers' social position, beliefs about emotion, and grandchildren's social outcomes. Results for the Online Grandmothers Study indicate links between grandmothers' value of positive emotion and children's lower lability/negativity, lower internalizing behaviors, and lower externalizing behaviors, particularly for African American families. Further, for Appalachian families, results indicate a link between grandmothers' belief in parental guidance of children's emotions and children's lower externalizing behaviors. Thus, results suggest that grandmothers play a unique role in children's socio-emotional development, one that is both similar and different to the mother's. This role may pertinent for development in middle childhood for a few reasons, including grandmothers' influence on children's developing sense of self, promoting children's positive coping as they transition into adolescence, as well as providing salient experiences regarding race/ethnicity that may serve as a basis for racial-ethnic identity (REI) development. Overall, findings highlight the importance of considering intergenerational shared caregiving in minority families and the roles of grandmothers as socializing agents. / Doctor of Philosophy / Grandmothers are important for family functioning and influence how children develop social skills. In the current studies, I examined grandmothers' emotion talk, beliefs about emotions, and experiences as underrepresented, as well as links to children's social skills. Participants for Study 1 – the Family Interaction Study – were 18 grandmother-mother-child triads (5 Latinx and 13 Appalachian) with children in the 3rd, 4th, or 5th grade. Families discussed past events together and speech was coded for emotion talk. Grandmothers and mothers completed questionnaires about their beliefs about children's emotions, children's social outcomes, as well as their experiences as being underrepresented. Finally, grandmothers and mothers responded to an open-ended prompt about their race, ethnicity, and culture in relation to emotion and family values. Descriptive results indicate that grandmothers were involved during reminiscing conversations to a similar extent as mothers. Themes were identified in grandmothers' and mothers' conversations about the open-ended prompt. Notably, grandmothers and mothers identified religion as an important influence on emotion in their families. Participants for Study 2 – the Online Grandmothers Study – were 150 grandmothers (52 African American, 51 Latinx, and 50 Appalachian) with grandchildren in the 3rd, 4th, or 5th grade. Grandmothers completed the same questionnaires as in Study 1. Results for the Online Grandmothers Study indicate links between grandmothers' value of positive emotion and better social skills, particularly for African American families. Further, for Appalachian families, results indicate a link between grandmothers' belief in parental guidance of children's emotions and children's better social skills. Findings illustrate the importance of grandmothers in underrepresented families and as influences on children's social skills.
2

Predictors of Bystander and Defender Behaviors in Bullying: Maternal Reactions to Child Emotion and Empathy in the United States and South Korea

Shin, Eunkyung 08 June 2020 (has links)
The increase in bullying and its detrimental impacts threaten children's healthy development across the world; however, little research has examined multi-factors related to bullying. Guided by ecological theory, this study examined ecological factors that related to children's bystander and defender behavior when they witness bullying. Considering the role of culture and maternal emotion socialization in children's socio-emotional development, cultural differences in the relation of maternal emotion socialization on children's reactions to bullying through their empathy were investigated. Children (10-12 years old) and their mothers in the United States (n=165) and South Korea (n=158) participated in an online survey. Mothers completed the Coping with Children's Negative Emotions to assess maternal unsupportive and supportive reactions to their children's emotions. Children reported on their empathy (i.e., personal distress and empathic concern) using the Interpersonal Reactivity Index and on their bystander/defender behaviors using the Types of the Conformity Groups in Bullying. For bystander behavior, mothers' unsupportive reactions were significantly correlated with children's bystander behavior through empathic concern in both cultures. Personal distress mediated the relation of maternal unsupportive reactions to bystander behavior only in the American sample. For defender behavior, American mothers' supportive reactions directly predicted defender behavior whereas the effect of Korean mothers' supportive reactions on defender behavior was mediated by empathic concern. More personal distress was related to more defender behavior in the American sample while less personal distress was related to more defender behavior in the Korean sample. Results of this study supported cultural differences in the relation of maternal emotion socialization to children's reaction to bullying. American children were more likely to help the victim when their mothers supported their negative emotions. For Korean children, mothers' supportive reactions were related to their prosocial behavior through their empathic concern. However, in both cultures, children's empathic concern was a significant mediator in the relation between maternal unsupportive reactions and bystander behavior. This finding may provide educational guidance to bullying intervention programs across cultures. / Doctor of Philosophy / More than one out of five students in the United States and more than one out of ten students in South Korea experience bullying. The detrimental effects of bullying can affect not only victims and bullies but also classmates who witness the bullying. I examined factors that related to bystander behavior (ignoring or staying away from bullying) and defender behavior (helping the victim or actively endeavoring to stop bullying) in bullying to help in efforts to stop bullying. Because positive emotional experiences with mothers can help children develop empathy and empathy tends to elicit helping behavior, I examined how mothers' reactions to their children's negative emotions were related to children's bystander behavior and defender behavior through their empathic abilities. However, research and theories on bullying has been predominantly focused on Western populations. My study addressed this gap, examining cultural differences in the relations between the United States and South Korea to bring attention to the role of culture in parents' emotional socialization and children's development. Results from this study will help schools and communities to provide culturally sensitive bullying intervention programs with parents. Children (10-12 years old) and their mothers in the United States (n=165) and South Korea (n=158) participated in an online survey. Mothers were asked about ways that they react to their children's negative emotions. Mothers' unsupportive reactions refer to minimization, distress and punitive reactions when their children express negative emotions. Mothers' supportive reactions mean maternal comforting, acknowledgement, and encouragement of children's negative emotions. In the online survey, children reported on their empathy and reactions when they witness bullying. Cultural differences in the relations were confirmed. American children were more likely to help the victim when their mothers supported their negative emotions. For Korean children, mothers' supportive reactions were related to their defender behavior through their empathic concern. However, in both countries, the more mothers displayed supportive reactions, the more children reported empathic concern; children's empathic concern was an important bridge between maternal unsupportive reactions and bystander behavior.
3

Mothers’ and Fathers’ Differential Discussion of Emotion with their School-Age Children

Devine, Diana 03 December 2018 (has links)
Parental socialization of emotions has been a topic of interest in developmental research for decades because of the importance of understanding how children learn about their emotions. The influence of the sex of both parent and child, however, are often not considered, and research on parent emotion socialization has often focused on infants and young children. Not considering these constructs during middle childhood ignores the importance of this developmental period, during which children have a more established gender identity and thus might recognize a shared identity with a parent. Emotion socialization from both parents during this developmental period has the potential to differentially inform children’s expectations of gender norms related to emotions. Men and women interpret and express their emotions differently and may differentially socialize their children regarding emotions along these patterns. The current study examined parental emotion coaching and elaboration observed during discussions of positive and negative emotions between 44 children with their mothers and fathers, with specific focus on the sex of the parents and children. I expected that mothers would engage in more emotion coaching and use a more elaborative style than fathers. Additionally, I expected that parents of girls would be more encouraging of positive emotions than parents of boys and that parents of boys would be more discouraging of negative emotions than parents of girls. Children between the ages of 6 and 9 visited the Children’s Emotions Lab with their mothers and fathers on separate occasions and participated in an emotion talk task with each parent. Each pair discussed a time when the child was happy and a time when the child was upset; each discussion lasted two and a half minutes each. I found a significant emotion valence by child sex interaction: parents were more elaborative and encouraging when discussing positive emotions with daughters than with sons and that parents were more elaborative and encouraging when discussing negative events with sons than with daughters. There was also specific parent gender by child sex interaction: mothers were less elaborative and encouraging with daughters than sons and that fathers were less elaborative and encouraging with sons than daughters. Findings from this study suggest that parents’ experiences with their own emotions influence their emotion socialization practices with their children. Recommended practices for future studies and interventions are suggested. / M.S. / Emotion socialization refers to the ways we come to understand the rules, expectations, and understanding of emotions. Research often looks at the ways that parents socialize, or teach, emotions to their children by examining parent attitudes about children’s emotions, parents’ reactions to children’s emotions, and parent-child discussions of emotions. However, often this research is limited in scope, examining only mothers’ parenting, only examining socialization of negative emotions, or using only parent-report data. Research has previously found that boys and girls are socialized differently when it comes to emotions, and I want to build on established research to examine these differences further. For this study, I have observed parent-child conversations about positive and negative emotions, including both mothers and fathers. Forty-four children participated with both their mothers and fathers. I looked at parental elaboration, which is how parents ask for and provide information within a conversation, and parental encouragement of emotions, which relates to how parents validate children’s emotions and help children to understand cause and consequences of their emotions. I hypothesized that mothers would be more elaborative, that is ask for and give more information in conversations, and encouraging, that is helping children to accept, understand and respond to their emotions, than fathers. I also hypothesized that parents of daughters would be more elaborative and encouraging when talking about positive emotions and that parents of sons would be less encouraging of negative emotions. Only parts of my hypotheses were supported by the data from my study. Mothers and fathers did have different strategies of emotion socialization, and fathers of daughters were more encouraging of positive emotions. However, parents of sons were more encouraging of negative emotions. Further, parents were less elaborative and encouraging of their same-sex children’s emotions. These findings suggest that parents’ own experiences, and possibly even the ways their own parents socialized them, is related to the ways they socialize their children.
4

Parent and Friend Emotion Socialization in Adolescence: Associations with Emotion Regulation and Internalizing Symptoms

Slough, Rachel Miller 22 June 2017 (has links)
Both parents and close friends are central figures in adolescents' emotional and psychological adjustment. However, little is known about how close friends socialize adolescents' emotions or how friends' socialization messages compare to those from parents in adolescence. The present study will explore how parents and friends discuss negative emotions with adolescents in relation to adolescents' emotion regulation and internalizing symptoms. Participants were 30 parent-adolescent-friend triads from a community sample. Parent and friend emotion socialization was observed during two discourse tasks (one with the parent, one with the friend) regarding a past negative event. Adolescents also reported parent and friend emotion socialization responses. Adolescents' emotion regulation was measured via heart rate variability during a baseline task (i.e., watching an animal and nature video) and via a parent-report questionnaire. Lastly, adolescents reported their internalizing symptoms on a standard questionnaire. Correlations showed that the two methods for emotion socialization (observations, questionnaires) were largely not concordant, and the different measurements of emotion regulation were also not concordant. Repeated measures MANOVAs showed that parents and friends differed in their use of various emotion socialization responses, as parents were observed to be higher in emotion coaching and co-rumination. Adolescents reported that parents were higher in emotion coaching and emotion dismissing, and friends were higher in co-rumination. These differences were not moderated by adolescent sex. Contrary to hypotheses, adolescent emotion regulation was not correlated with adolescent internalizing symptoms and did not mediate the association of parents' and friends' socialization of negative emotions with adolescent internalizing symptoms. This study unites the parent and friend literatures on emotion socialization and indicates that parents and friends are distinct socialization agents during adolescence. This study also offers insight into methodological approaches for measuring emotion socialization and emotion regulation, particularly that emotion socialization measurements need to be sensitive to the structural differences of family relationships and friendships. Future directions include exploring a wider range of socialization agents and how they may interact to influence adolescent development, amongst other topics. / Ph. D.
5

Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation

Miller, Rachel Lynn 18 July 2014 (has links)
Oppositional Defiant Disorder (ODD), characterized by irritability and defiant behavior, is associated with several negative outcomes in childhood and adulthood (APA, 2000; Webster- Stratton, 1996). There are a variety of approaches to treating ODD that differ in their focus on parents, children, or both parent and child (Greene & Ablon, 2005; Kazdin, 2005). These treatments also target different underlying processes of oppositional behaviors, such as parenting behaviors and children's emotion regulation. Research suggests that parent emotion socialization practices may indirectly influence externalizing behaviors, such as those present in ODD, through children's emotion regulation abilities (Eisenberg, Cumberland, & Spinrad, 1998). The present study examines this mediation model in children diagnosed with ODD (n = 100; 58 boys) who received either Parent Management Training or Creative & Proactive Solutions. Findings indicate that families receiving CPS exhibited higher decreases in ODD symptoms than those receiving PMT. There was no evidence for an indirect effect of emotion socialization on symptoms of ODD through emotion regulation. Regarding direct effects, increases in emotion encouraging, emotion discouraging, and emotion regulation were associated with decreases in ODD symptoms, whereas increases in problem solving were associated with increases in ODD symptoms. There were also pre-treatment indicators of children's treatment response, such as parent's problem solving, children's emotional lability, and ADHD symptoms. These results indicate the importance of both emotion socialization and emotion regulation in treatment improvement, as well as factors that may contribute to treatment response. Treatment implications and future research directions are discussed. / Master of Science
6

Dichos and Consejos, Ethnic Identity, and Emotion Socialization in Latina Mothers

Perez Rivera, Marie Belle 21 June 2010 (has links)
Dichos and consejos, the messages passed on intergenerationally within Latino communities, are an influential aspect of Latino culture. The purpose of this study was to examine associations between ethnic identity and Latina mothers' interpretations of dichos/ consejos. I also investigated if and how ethnic identity and/ or interpretations of dichos and consejos predicted Latina mothers' emotion socialization beliefs and behaviors. Further, I explored whether maternal education was associated with ethnic identity, interpretations of dichos/consejos, and emotion socialization. Forty Latina mothers of daughters aged 4 – 12 years participated by completing questionnaires on their demographics, ethnic identity, and emotion socialization beliefs and behaviors. Mothers also engaged in a 15-minute interview to assess their interpretations of dichos and consejos. Correlations showed that ethnic identity was not significantly related to interpretations of dichos/consejos. Both ethnic identity and traditionality in helpful dichos were associated with stronger belief that emotions can be dangerous, which in turn was related to both supportive and non-supportive reactions to daughters' negative emotions. Mothers with less education reported stronger beliefs that emotions can be dangerous, more supportive and non-supportive reactions to daughters' negative emotions, and greater likelihood of using more traditional non-helpful dichos to advise other mothers. Regression analyses demonstrated that ethnic identity predicted mothers' belief that emotions can be dangerous even after controlling for maternal education and number of children in the family. After controlling for maternal education, there was a trend for mothers who passed on more traditional non-helpful dichos to their daughters to react in less supportive ways to their daughters' negative emotions. Results suggest that understanding Latina women's ethnic identity and social location will be helpful for researchers and educators seeking to assess and promote culturally sensitive emotion socialization practices. / Ph. D.
7

Parental Emotion Socialization of Seventh and Eighth Graders: Gender Differences in Independent and Interdependent Self-Construals

Her, Pa 12 August 2008 (has links)
The primary goal of the present study was to assess linkages between parents' beliefs about children's emotions, parent-child discourse, and children's independent and interdependent self-construals with sixty 7th and 8th grade children. Children were interviewed with the Self-Guide Questionnaire (Higgins, Klein, & Strauman, 1985) and completed an independent and interdependent reaction time measure (Watson & Quatman, 2005). Children's self-guide responses were coded for independent and interdependent traits and behaviors. Parents completed the Parents' Beliefs about Children's Emotions Questionnaire (Halberstadt et al., 2008) to assess their beliefs about the danger of emotions and parents' and children's roles in emotion socialization. Parents' elaborative reminiscing style and both parent and child emotion labeling were measured through a cooperative game designed to elicit emotion-related discourse. Results showed that girls responded faster to interdependent traits and included more interdependent and connected self attributes than did boys, whereas boys included more independent and unique self attributes than did girls. Parents who believe children can guide their own emotion socialization elaborated less about their children's independent and interdependent memories. Their children who responded more slowly to both independent and interdependent traits, with a stronger effect for independent compared with interdependent traits. The interaction between parents' beliefs about the danger of emotions and about their guidance of their child's emotions was related to girls', but not boys', balance of independent and interdependent traits in their self-construal. Results have implications for identifying beneficial developmental trajectories of positive adjustment and mental health. / Ph. D.
8

ACEs, Emotional Socialization, and Substance Use: A Moderator Model

Najm, Julia, Morelen, Diana 12 April 2019 (has links)
Adverse childhood experiences (ACEs) are linked to risky health behaviors (e.g., alcohol, substance use), chronic health conditions (e.g., diabetes, cancer), higher medical costs, and early death. Children exposed to trauma are seven times more likely to develop a substance use disorder in adolescence or adulthood compared to those who were not exposed. However, not all children who experience ACEs will grow up to have detrimental outcomes. One aspect of parenting that may be particularly relevant for promoting risk or resilience in the context of adversity is parental emotion socialization (ES). Despite the established link between ACEs and substance use, no research, to date, has examined whether ES serves as a risk or protective factor in the context of ACEs and subsequent substance use. As such, the present study aims to fill this gap by examining ES as a moderator of the relationship between ACEs and substance use. Participants (N=550, age M=20.4, SD=4.7) were recruited from SONA systems: a university operated online platform where students may choose to voluntarily participate in a variety of self-report research studies in exchange for course credit or extra credit. The present project comes from a larger study called the Religion, Emotions and Current Health (REACH) study. Retrospective measures regarding the participants' adverse childhood experiences and their parent’s emotion socialization behavior include The Adverse Childhood Experiences Survey (ACEs) and The Coping with Children’s Negative Emotions Scale (CCNES). Alcohol Use Disorders Identification Test (AUDIT) and the Drug Abuse Screening Test (DAST-10) was used to assess for current substance use. All analyses will be conducted using the R package for statistical computing. Bivariate correlations will be examined for all variables using Pearson’s correlation coefficient method. A hierarchical multiple regression analysis will be implemented to determine if parental emotion socialization moderates the relationship between childhood adversity and substance use. The estimated multiple regression formula, ( Y) ̂= i + b1X + b2M + b3XM + ey; where Y ̂ = outcome (i.e., current substance use), X = the predictor variable (i.e., ACEs), M = primary moderator variable (i.e., parental emotion socialization from childhood), and b3XM= interaction will be applied with R’s base lm(Y~X*Z) function. The proposed study will test two main hypotheses: 1) ACEs from childhood will act as a predictor for current substance use in adulthood (as reflected in the literature) 2) ES will act as a moderator on the relationship between ACEs and substance use; however, the nature of this interaction will vary depending on the type of ES behaviors. Specifically, the link between ACEs in childhood and substance use in early adulthood will be exacerbated by a childhood marked by high levels of non-supportive ES; whereas, the link between ACEs in childhood and substance use in early adulthood will be lessened (buffered) by a childhood marked by high levels of supportive ES.
9

The Moderating Role of RSA Baseline, Reactivity, and Recovery in the Link between Parental Socialization of Emotion Regulation and Children's Internalizing Symptoms

Sanders, Wesley 01 January 2017 (has links)
In this study I examined the moderating effect of three profiles of respiratory sinus arrhythmia (RSA at baseline, in response to a stressor, and in recovery from a stressor) on the relationship between parental emotion socialization during an emotion-related discussion and parental report of child internalizing symptoms 6 months later. Parents were observed during an emotion discussion task and coded for their use of emotion encouragement and general positive involvement. A total of 65 families with children between the ages of eight and ten years old completed this task while RSA scores were obtained from children during baseline, task, and recovery phases. Regression analyses were conducted to test for main effects of parental emotion socialization and RSA, as well as two-way emotion socialization x RSA interactions, in the development of internalizing symptoms 6 months following the initial interview. Interactions were further examined for the degree they statistically conformed to either a diathesis-stress or biological sensitivity to context framework (BSC). Hypotheses were partially supported: main effects were found for RSA baseline and recovery, whereas RSA reactivity moderated the association between parental emotion encouragement and child internalizing symptoms, such that parents of children exhibiting RSA withdrawal reported greater internalizing symptoms in the context of low emotion encouragement and lesser internalizing symptoms in the context of high emotion encouragement. This study highlights the importance of considering child psychophysiology, particularly reactivity to stress, in the study of the effects of parental emotion socialization on the development of psychopathology during childhood.
10

Examining Parents of Adolescents Attitudes About Emotions: A Cultural Perspective

January 2019 (has links)
abstract: Emotions help shape prosocial behavior from early childhood through adulthood (Rivera & Dunsmore, 2011). Thus, it is important to further our understanding of how emotions are perceived and expressed during adolescence, a time where individuals are establishing their independence, solidifying their individuality, and expanding their understanding of expectations. In this context, it is necessary to consider what influences how emotions are socialized in adolescents. Parents play a central role in the development of children’s understanding of emotions, but less is known about how this influence may extend into adolescence (Feldman & Klien, 2003; Cassidy et al., 1992; Cohn & Tronick, 1987). Indeed, previous literature has found that culture and social support may influence how emotions are expressed and perceived and how they impact mental health (Crockett, et.al., 2007; Torres and Rollock, 2007; Torres, 2010; Padilla et. al., 1988). This study aims to bridge these factors to create a more comprehensive understanding of parent attitudes toward adolescents’ emotions by comparing White and Hispanic parents of adolescents. Specifically, this study examines whether parent gender (mothers versus fathers) and greater acculturation enhance these relationships and whether more positive attitudes about emotions and adolescents’ emotion expression influence parents’ own mental health. / Dissertation/Thesis / Masters Thesis Psychology 2019

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