Temperament and Maternal Emotion Socialization Beliefs as Predictors of Early Childhood Social Behavior in the Laboratory and Classroom.
Temperament and Maternal Emotion Socialization Beliefs as Predictors of Early Childhood Social Behavior in the Laboratory and Classroom.
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DOI：
10.1080/15295192.2010.492035
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Stifter C
中科院分区：
文献类型：
--
作者：
Root AK;Stifter C
我们研究了儿童的接近行为和母亲的情感社会化的做法在社会行为的发展中的作用，从学龄前到幼儿时期的陌生和熟悉的环境。在4.5岁时，观察儿童，并获得接近行为的评估;在这个时候，母亲报告了他们的情感社会化信念。两年后，孩子们回到实验室参与同伴游戏范式。当孩子们7岁时，教师完成了一份关于孩子们在课堂上的社会行为的问卷。母亲的情绪社会化信念对接近行为的发展有影响。例如，方法行为的观察预测更大比例的群体游戏在不熟悉的同龄人群体时，母亲高度支持的情感社会化的信念。母亲的情绪社会化信念在幼儿期接近行为的发展过程中起着重要的调节作用。
We examined the roles of children’s approach behavior and maternal emotion socialization practices in the development of social behavior in unfamiliar and familiar contexts from preschool to early childhood years. At 4.5 years of age, children were observed, and an assessment of approach behavior was obtained; at this time, mothers reported about their emotion socialization beliefs. Two years later, children returned to the laboratory to participate in a peer play paradigm. When children were 7 years of age, teachers completed a questionnaire about children’s social behaviors in the classroom. Mothers’ emotion socialization beliefs contribute to the developmental outcomes of approach behavior. For instance, observations of approach behaviors predicted a greater proportion of group play in the unfamiliar peer group when mothers reported highly supportive emotion socialization beliefs. Mothers’ emotion socialization beliefs appear to play an important role in modifying the developmental course of approach behavior during early childhood.