"Oh No! What Happened?" An Investigation of Parent-Child Conversations about Self-Conscious Emotions

Autor/inn/en	Cooper, Alexandra M.; Reschke, Peter J.; Porter, Chris L.; Coyne, Sarah M.; Stockdale, Laura A.; Graver, Haley; Siufanua, Matthew; Rogers, Adam; Walle, Eric A.
Titel	"Oh No! What Happened?" An Investigation of Parent-Child Conversations about Self-Conscious Emotions
Quelle	In: Developmental Psychology, 59 (2023) 11, S.2133-2147 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Alexandra M.) ORCID (Reschke, Peter J.) ORCID (Porter, Chris L.) ORCID (Walle, Eric A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001583
Schlagwörter	Parent Child Relationship; Self Concept; Psychological Patterns; Emotional Response; Toddlers + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Selbstkonzept; Emotionales Verhalten; Infant; Infants; Toddler; Kleinkind
Abstract	Parents play an important role in socializing children's emotion understanding. Previous research shows that parents emphasize different aspects of emotion contexts depending on the discrete emotion. However, there is limited research on how parents and children discuss self-conscious emotions, such as embarrassment, guilt, and shame, and what socialization practices parents employ to elicit children's talk about these emotions. In this study, children (N = 166, 78 females, 88 males) ages 2-3 years (M = 2.46, SD = 0.26) and their parents (65.5% White, 10.2% Black, 17.5% Hispanic, 2.4% Asian American, and 5.4% other) from a large city in the Western United States discussed a wordless storybook depicting different female and male characters experiencing self-conscious emotions (embarrassment, guilt, shame, awe, and pride). Parents' and children's emotion talk and parents' questions were coded from their conversations about each emotion scenario and subsequently analyzed by discrete emotion, child gender, and the depicted character's gender. Parents and children differentially focused on different aspects of each self-conscious emotion as a function of discrete emotion and picture gender, and elements of children's talk about self-conscious emotions were related to children's expressive language and age. Additionally, parents' emotion talk and questions about emotions were directly related to children's emotion talk, even after controlling for children's age, expressive language, and parental education. Taken together, these findings suggest that parent-child emotion conversations may be one context that facilitates the development of children's understanding of self-conscious emotions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01