Differential Knowledge of Display Rules for Positive and Negative Emotions: Influences from Parents, Influences on Peers
Differential Knowledge of Display Rules for Positive and Negative Emotions: Influences from Parents, Influences on Peers
复制标题
对积极和消极情绪表现规则的差异认识：来自父母的影响，对同伴的影响
DOI：
10.1111/1467-9507.00136
复制
发表时间：
2000
影响因子：
2
通讯作者：
R. Parke
中科院分区：
文献类型：
--
作者：
D. J. McDowell;R. Parke
本研究考察了不同类型的表现规则知识及其与父母对儿童情绪表达控制和儿童社会能力的关系。61名三年级儿童（50%的欧美裔，40%的拉丁裔，10%的非裔美国人，亚裔美国人或其他）参加了目前的研究。探讨了儿童对积极情绪和消极情绪表现规则的认识，以及赞成使用表现规则的不同原因。父母对孩子情绪的控制水平也进行了调查。研究结果表明，赞成使用积极和消极情绪表现规则的孩子被老师和同龄人评为更有能力。父母对儿童情绪表达的控制与儿童对表现规则的认知和更好的社会结果呈负相关。
The current study examined different types of display rule knowledge and their relation to parental control of children’s emotional expression and children’s social competence. A sample of 61 third-grade children (50% Euro-American, 40% Latino, and 10% African-American, Asian-American or other) participated in the current study. Children’s knowledge of display rules for positive and negative emotions was explored, as were the different reasons for endorsing the use of display rules. Parental level of control of children’s emotions was also examined. Findings indicate that children who endorsed the use of display rules for both positive and negative emotions were rated as more competent by both teachers and peers. Parental control of children’s expression of emotion was negatively related to children’s knowledge of display rules and better social outcomes.