In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents’ Emotion-Related Socialization Behaviours (ERSBs) that support their child’s socio-emotional develop...In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents’ Emotion-Related Socialization Behaviours (ERSBs) that support their child’s socio-emotional development: their reactions to their child’s emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The cross- sectional study focused on the variability of parents’ ERSBs according to children’s and parents’ characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents’ ERSBs and children’s socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents’ ERSBs, their emotional competences and children’s personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children’s socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children’s personality, such as emotional stability and parents’ emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children’s personality. Results of Study 2 revealed that both mothers and fathers socialized their children’s socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers’ emotion-related conversations predicted children’s Theory of mind abilities and social adjustment, while fathers’ emotion-related conversations predicted children’s emotional regulation. In addition, fathers’ reactions to their children’s emotions were predicted by children’s socio-emotional competences. These studies highlighted bidirectional effects between parents’ behaviours and children’s development. They emphasized also the importance to better identify predictors of parents’ ERSBs in order to know on which target the professionals should intervene.展开更多
This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on stud...This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on students’emotional development,social skills,academic performance,and behavioral issues across three case study schools.Findings indicate significant positive effects of SEL on students’abilities to recognize and manage emotions,engage in social interactions,and improve academic achievements.However,challenges such as teacher training,curriculum integration,family and community involvement,and resource limitations were identified.The study concludes with recommendations for enhancing SEL practices in elementary education,emphasizing systematic teacher training,curriculum design,and continuous assessment and improvement.Future research directions are suggested to explore the long-term effects of SEL and its adaptation in various educational contexts.展开更多
Importance Parents take the lead in parent–child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems.However,the specific me...Importance Parents take the lead in parent–child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems.However,the specific mechanisms underlying these associations remain unclear.Objective The present study aimed to explore the effect of parental empathy and emotional regulation on social competence and emotional/behavioral problems in school‐age children.Methods A questionnaire‐based survey was conducted with 274 parents of 8–11‐year‐old children using Achenbach’s Child Behavior Checklist,the Emotion Regulation Questionnaire,and the Questionnaire of Cognitive and Affective Empathy.Results Children with emotional/behavioral problems(n=37)had relatively lower social competence than children in a matched control group(n=37).Compared with the parents of children in the control group,parents of children with emotional/behavioral problems had significantly lower cognitive empathy scores,mainly manifested by low perspective‐taking and online simulation abilities.Mediation analysis showed that parental cognitive empathy had an indirect effect on children’s emotional/behavioral problems through children’s social competence.Interpretation Parental empathy may have a subtle influence on the social competence of school‐aged children,which further affects the severity of children’s emotional/behavioral problems.展开更多
文摘In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents’ Emotion-Related Socialization Behaviours (ERSBs) that support their child’s socio-emotional development: their reactions to their child’s emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The cross- sectional study focused on the variability of parents’ ERSBs according to children’s and parents’ characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents’ ERSBs and children’s socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents’ ERSBs, their emotional competences and children’s personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children’s socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children’s personality, such as emotional stability and parents’ emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children’s personality. Results of Study 2 revealed that both mothers and fathers socialized their children’s socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers’ emotion-related conversations predicted children’s Theory of mind abilities and social adjustment, while fathers’ emotion-related conversations predicted children’s emotional regulation. In addition, fathers’ reactions to their children’s emotions were predicted by children’s socio-emotional competences. These studies highlighted bidirectional effects between parents’ behaviours and children’s development. They emphasized also the importance to better identify predictors of parents’ ERSBs in order to know on which target the professionals should intervene.
文摘This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on students’emotional development,social skills,academic performance,and behavioral issues across three case study schools.Findings indicate significant positive effects of SEL on students’abilities to recognize and manage emotions,engage in social interactions,and improve academic achievements.However,challenges such as teacher training,curriculum integration,family and community involvement,and resource limitations were identified.The study concludes with recommendations for enhancing SEL practices in elementary education,emphasizing systematic teacher training,curriculum design,and continuous assessment and improvement.Future research directions are suggested to explore the long-term effects of SEL and its adaptation in various educational contexts.
基金Natural Science Foundation of Shandong Province(ZR2017LC023)the Humanities and Social Science Research Project,Ministry of Education,China(19YJA190006)the Postgraduate Tutor Guidance Ability Improvement Project of Shandong Province(SDYY18148)and Weifang Medical University Overseas Visiting Scholar Grants Program(2017).
文摘Importance Parents take the lead in parent–child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems.However,the specific mechanisms underlying these associations remain unclear.Objective The present study aimed to explore the effect of parental empathy and emotional regulation on social competence and emotional/behavioral problems in school‐age children.Methods A questionnaire‐based survey was conducted with 274 parents of 8–11‐year‐old children using Achenbach’s Child Behavior Checklist,the Emotion Regulation Questionnaire,and the Questionnaire of Cognitive and Affective Empathy.Results Children with emotional/behavioral problems(n=37)had relatively lower social competence than children in a matched control group(n=37).Compared with the parents of children in the control group,parents of children with emotional/behavioral problems had significantly lower cognitive empathy scores,mainly manifested by low perspective‐taking and online simulation abilities.Mediation analysis showed that parental cognitive empathy had an indirect effect on children’s emotional/behavioral problems through children’s social competence.Interpretation Parental empathy may have a subtle influence on the social competence of school‐aged children,which further affects the severity of children’s emotional/behavioral problems.
