European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence

Autor/inn/en	Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart
Titel	European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence
Quelle	In: Social Development, 22 (2013) 3, S.485-498 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2012.00673.x
Schlagwörter	Whites; African Americans; Interpersonal Competence; Social Development; Emotional Development; Mothers; Academic Achievement; Teacher Attitudes; Child Behavior; Preschool Teachers; Kindergarten; Parent Child Relationship; Correlation; Socialization; Cultural Awareness; Questionnaires + Suchen Sie Ihr Suchwort? White; Weißer; Afroamerikaner; Interpersonale Kompetenz; Soziale Entwicklung; Gefühlsbildung; Mother; Mutter; Schulleistung; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Socialisation; Sozialisation; Cultural identity; Kulturelle Identität; Fragebogen
Abstract	The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63 African-American) reported on their responses to their five-year-old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem-focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for European-American children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for African-American children. The findings highlight the need to examine parental socialization practices from a culturally specific lens. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10