Publicação
Maternal emotion regulation, reactions to childrens’ negative emotions and youth’s adjustment
| Resumo: | Parents that are able to adequately self-regulate emotions will be more capacitated to help their children regulate their emotions. These processes influence the socialization of child’s emotions and have an undeniable influence on the child’s emotional and social development. Parental emotion regulation also involves the ability to tolerate the child’s negative emotions. When parents are unable to tolerate and be exposed to emotionally charged situations, they might try and change their form and frequency to avoid or reduce exposure. Parental Experiential Avoidance (parental EA) represents this inability. The purpose of this study was to study the relationships between maternal emotion regulation, maternal reactions to child’s negative emotions, and child’s adjustment. Additionally, we intended to analyze gender and age group differences in regard to Mothers’ Emotion Regulation and Mothers’ Coping with Children’s Negative Emotions. The sample was composed by 247 portuguese mothers that filled out on-line two scales to evaluate their emotion regulation (EREP) and reactions to child’s emotions (CCNES) and a questionnaire pertaining to their child’s (3 to 15 years old) adjustment (SDQ). Results, overall, supported the hypothesis. Maternal negative reactions/negative emotion regulation was positively statistically significant correlated to child’s adjustment problems; and the maternal constructive reactions/positive emotion regulation was positively statistically significant correlated to child’s positive adjustment. Negative and positive maternal emotion regulation dimensions were positively statistically significant correlated to, respectively, negative and constructive maternal reactions to child’s negative emotions. The results also showed significant differences between girls and boys regarding Emotion-Focused Reactions, wherein mothers used it more on girls than on boys. Mothers used less Distress Reactions with pre-school children but more Emotion-Focused Reactions compared with elementary school children, pre-adolescents and adolescents. Mother’s used Minimization Reactions significantly less with pre-school children in comparison with other age groups. For Emotional Inaction, mothers presented significantly higher levels for adolescents than for pre-school children. |
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| Autores principais: | Oliveira, Ana Isabel Bettencourt Pinto Nobre de |
| Assunto: | Regulação emocional Ajustamento (Psicologia) Parentalidade Teses de mestrado - 2016 |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | Parents that are able to adequately self-regulate emotions will be more capacitated to help their children regulate their emotions. These processes influence the socialization of child’s emotions and have an undeniable influence on the child’s emotional and social development. Parental emotion regulation also involves the ability to tolerate the child’s negative emotions. When parents are unable to tolerate and be exposed to emotionally charged situations, they might try and change their form and frequency to avoid or reduce exposure. Parental Experiential Avoidance (parental EA) represents this inability. The purpose of this study was to study the relationships between maternal emotion regulation, maternal reactions to child’s negative emotions, and child’s adjustment. Additionally, we intended to analyze gender and age group differences in regard to Mothers’ Emotion Regulation and Mothers’ Coping with Children’s Negative Emotions. The sample was composed by 247 portuguese mothers that filled out on-line two scales to evaluate their emotion regulation (EREP) and reactions to child’s emotions (CCNES) and a questionnaire pertaining to their child’s (3 to 15 years old) adjustment (SDQ). Results, overall, supported the hypothesis. Maternal negative reactions/negative emotion regulation was positively statistically significant correlated to child’s adjustment problems; and the maternal constructive reactions/positive emotion regulation was positively statistically significant correlated to child’s positive adjustment. Negative and positive maternal emotion regulation dimensions were positively statistically significant correlated to, respectively, negative and constructive maternal reactions to child’s negative emotions. The results also showed significant differences between girls and boys regarding Emotion-Focused Reactions, wherein mothers used it more on girls than on boys. Mothers used less Distress Reactions with pre-school children but more Emotion-Focused Reactions compared with elementary school children, pre-adolescents and adolescents. Mother’s used Minimization Reactions significantly less with pre-school children in comparison with other age groups. For Emotional Inaction, mothers presented significantly higher levels for adolescents than for pre-school children. |
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