Preschoolers' emotion knowledge and the differential effects of harsh punishment.
Preschoolers' emotion knowledge and the differential effects of harsh punishment.
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DOI：
10.1037/a0032910
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发表时间：
2013-06
影响因子：
2.7
通讯作者：
Yates, Tuppett M.
中科院分区：
文献类型：
--
作者：
Berzenski, Sara R.;Yates, Tuppett M.
这项研究调查了看护者报告的严厉体罚和言语惩罚对儿童行为和自我系统调整的影响。儿童的情感知识被评估为迄今为止未被认识到的这些关系的调节因素。通过教师、看护者、自我和观察者报告，对来自不同背景（50% 西班牙裔、18% 非裔美国人、10.4% 白种人、21.6% 多种族/其他）的 250 名学龄前儿童（50% 为女性；法师 = 49.06 个月）进行了严厉惩罚（亲子冲突策略量表）、行为问题（教师报告表，加州儿童）等领域的评估。 Q-Sort）、自我概念（学龄前儿童自我描述问卷、加州儿童 Q-Sort）和情绪知识（Kuschè 情绪量表）。情绪知识调节了严厉惩罚与儿童适应之间的关系。对于情绪认知较高的儿童，尤其是男孩来说，严厉的体罚与行为问题有关。对于情绪认知较高的儿童，尤其是女孩来说，严厉的言语惩罚与自我概念缺陷有关。这些关系也特别适用于非西班牙裔儿童。这些结果强调了研究假设驱动的互动效应和经验的特殊性的重要性，以广泛理解养育实践的心理社会后遗症，并具体澄清惩罚文献中的混合证据。临床意义指出了亲子纪律干预中情绪过程的显着性，有助于了解儿童行为调整和自我概念的普遍性和模式，以及更广泛地指出个体差异在儿童对逆境反应和随后的治疗需求中的作用。
This study examined the influence of caregiver-reported harsh physical and verbal punishment on children’s behavioral and self-system adjustment. Children’s emotion knowledge was evaluated as a heretofore unrecognized moderator of these relations. Two hundred fifty preschool age children (50% female; Mage=49.06 months) from diverse backgrounds (50% Hispanic, 18% African American, 10.4% Caucasian, 21.6% Multiracial/Other) were assessed through teacher, caregiver, self, and observer report in the domains of harsh punishment (Parent Child Conflict Tactics Scale), conduct problems (Teacher Report Form, California Child Q-Sort), self concept (Self Description Questionnaire for Preschoolers, California Child Q-Sort), and emotion knowledge (Kuschè Emotion Inventory). Emotion knowledge moderated the relation between harsh punishment and child adjustment. Harsh physical punishment was associated with conduct problems for children with higher emotion knowledge, especially for boys. Harsh verbal punishment was associated with self concept deficits among children with higher emotion knowledge, especially for girls. These relations were also specifically applicable to non-Hispanic children. These results highlight the importance of investigating hypothesis driven interactive effects and the specificity of experience to understand the psychosocial sequelae of parenting practices broadly, and to clarify the mixed evidence in the punishment literature specifically. Clinical implications point to the salience of emotion processes in parent-child disciplinary interventions for understanding the prevalence and pattern of child behavioral adjustment and self concept, as well as more broadly to the role of individual differences in children’s responses to adversity and subsequent therapeutic needs.
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影响因子：
4.6
作者：
Lansford, JE;Chang, L;Quinn, N
通讯作者：
Quinn, N
影响因子：
7
作者：
Curran, PJ;West, SG;Finch, JF
通讯作者：
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影响因子：
6.9
作者：
Larzelere, RE;Kuhni, BR
通讯作者：
Kuhni, BR
影响因子：
2
作者：
Fine, SE;Trentacosta, CJ;Campbell, JL
通讯作者：
Campbell, JL
影响因子：
4.8
作者：
Glaser, D
通讯作者：
Glaser, D