Maternal support in preschool and child behavior problems: The mediating role of childhood emotion knowledge.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Developmental Psychology Pub Date : 2024-10-31 DOI:10.1037/dev0001859

Amanda Sadri, Tuppett M Yates

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Abstract

Children's emotion knowledge encompasses abilities to recognize and label emotions in the service of positive adaptation. Drawing on a sociodemographically diverse sample of 250 children (50% female sex assigned at birth; M_{age_W1} = 49.02 months, SD = 2.99) and their maternal caregivers (55.6% Latina; 37.6% poverty), this study evaluated a multiple mediation model to integrate heretofore distinct bodies of research examining (a) parenting effects on the development of emotion knowledge and (b) emotion knowledge effects on socioemotional adaptation. Observations of maternal supportive presence at age 4 predicted increases in children's emotion recognition and labeling from ages 4 to 8. However, only emotion labeling skills explained children's behavioral adjustment outcomes with a significant pathway from supportive parenting at age 4 to fewer externalizing and internalizing behavior problems at age 10 via improved emotion labeling skills. These findings suggest that emotion knowledge, particularly labeling skills, partially explains the protective impact of supportive parenting on behavioral adaptation across childhood. Prevention and intervention efforts should target both supportive parenting practices and emotion knowledge skill development to support children's socioemotional functioning and reduce behavior problems. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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学前教育中的母亲支持与儿童行为问题：儿童情绪知识的中介作用

儿童的情绪知识包括识别和标注情绪的能力，以促进积极的适应。本研究以 250 名儿童（50% 为女性，出生时性别已确定；Mage_W1 = 49.02 个月，SD = 2.99）及其母亲照料者（55.6% 为拉丁裔；37.6% 为贫困人口）为社会人口统计学多元化样本，评估了多重中介模型，以整合迄今为止不同的研究机构，这些研究机构分别研究了（a）父母对情绪知识发展的影响和（b）情绪知识对社会情绪适应的影响。通过观察 4 岁儿童的母亲支持性存在，可以预测 4 至 8 岁儿童情绪识别和标记能力的提高。然而，只有情绪标签技能能解释儿童的行为适应结果，即从4岁时的支持性养育到10岁时的外化和内化行为问题的减少，其中有一条重要的途径是通过提高情绪标签技能来实现的。这些研究结果表明，情绪知识，尤其是情绪标签技能，可以部分解释支持性养育对儿童期行为适应的保护作用。预防和干预工作应以支持性养育实践和情绪知识技能发展为目标，以支持儿童的社会情感功能并减少行为问题。(PsycInfo Database Record (c) 2024 APA, 版权所有）。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.