Children's Beliefs about Parental Expectations for Emotional-Expressive Behavior Management.

Autor/in	Saarni, Carolyn
Titel	Children's Beliefs about Parental Expectations for Emotional-Expressive Behavior Management.
Quelle	(1987), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Affective Behavior; Beliefs; Childhood Attitudes; Children; Cognitive Processes; Elementary Education; Parent Attitudes; Parent Child Relationship + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Affective disturbance; Active behaviour; Affektive Störung; Belief; Glaube; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Elementarunterricht; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	The focus in the present study was on children's expectancies about how parents would respond to their children's genuine emotional-expressive displays, as sampled across seven different vignettes about parent-child interaction. The vignettes consisted of schematic cartoons and a verbal narrative. They contained "emotional displays" of annoyance, fear, disgust, happiness, sadness, distress, and interest. The vignettes also varied in social context: four involved people other than the child and parent figures, and three cast the child protagonist in a vulnerable position. The 85 children from grades 2, 5, and 8 who participated in the study were individually interviewed about their expectations of parental reactions to the protagonist's emotional display, and were asked for their justifications for the selected parental reactions. Few age differences were found for children's expectations. Across all age groups the majority of children reported expecting controlling parental reactions when a third party was present. However, more older than younger children expected accepting parental responses when the protagonist was in a vulnerable position. In general, when children expected controlling reactions, those reactions were justified by appeals to conventionality or the need for a change in the child's feelings or behavior. When accepting reactions were expected, justifications focused on the feelings of the protagonist or others present. (Examples of some of the vignettes are appended.) (Author/BN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC