Longitudinal Associations of Parental Emotion Socialization and Children's Emotion Regulation: The Moderating Role of ADHD Symptomatology
Longitudinal Associations of Parental Emotion Socialization and Children's Emotion Regulation: The Moderating Role of ADHD Symptomatology
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DOI：
10.1007/s10802-017-0327-0
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发表时间：
2018-05-01
影响因子：
3.6
通讯作者：
Zakarian, Rebecca J.
中科院分区：
文献类型：
--
作者：
Breaux, Rosanna P.;McQuade, Julia D.;Zakarian, Rebecca J.
理论和研究表明，父母对儿童情绪的反应在教导儿童有效的情绪调节（ER）技能中起着关键作用，但没有研究直接研究父母情绪社会化在ADHD儿童ER发展中的作用。深入了解ER受损的原因，特别是在患有ADHD的青少年中，已知ER较差，具有重要的理论和翻译意义。本研究是第一个纵向研究是否情绪社会化预测后来的生理和成人报告的措施，ER在儿童多动症和没有。它还试图确定这些关系是否受到多动症症状的调节。参与者是61名儿童（31名女孩，30名男孩; M = 10.67岁，SD = 1.28），有和没有临床上显著的ADHD症状。在时间1，父母的情绪社会化和家长和教师的儿童多动症症状的报告进行了收集。在时间2，儿童ER措施收集的基础上，家长和教师的报告和生理反应，在一个不可能的难题和社会拒绝任务。生理指标包括呼吸性窦性心律失常和皮肤电导水平（SCL）。支持性的父母教养方式与所有儿童的父母情绪调节技能和高ADHD症状儿童的SCL反应性相关。非支持性的父母反应与ADHD症状严重的儿童的成人情绪不稳定性有关。结果强调了考虑ER多个方面的重要性，包括生理表现。研究结果表明，父母使用的适应性情绪社会化的做法可能作为儿童的ER发展的保护因素，可能是特别关键的青少年多动症。我们的研究结果支持使用干预措施解决父母的情感社会化，以帮助促进更好的ER儿童。
Theory and research suggest that parents' reactions to children's emotions play a critical role in teaching children effective emotion regulation (ER) skills, but no studies have directly examined the role that parent emotion socialization plays in the development of ER in children with ADHD. Gaining insight into the causes of impaired ER, particularly in youth with ADHD who are known to have poor ER, has important theoretical and translational significance. The present study is the first to longitudinally examine whether emotion socialization predicts later physiological and adult-reported measures of ER in children with and without ADHD. It also sought to determine if these relations are moderated by ADHD symptoms. Participants were 61 children (31 girls, 30 boys; M = 10.67 years, SD = 1.28) with and without clinically significant ADHD symptoms. At Time 1, parent reports of emotion socialization and parent- and teacher-report of child ADHD symptoms were collected. At Time 2, child ER measures were collected based on parent- and teacher-report and physiological reactivity during an impossible puzzle and a social rejection task. Physiological measures included respiratory sinus arrhythmia and skin conductance level (SCL). Supportive parenting practices were associated with better parent-rated emotion regulation skills for all children and greater SCL reactivity for children with high ADHD symptoms. Non-supportive parenting reactions were associated with greater adult-rated emotional lability for children with high ADHD symptoms. Results highlight the importance of considering multiple aspects of ER, including physiological manifestations. Findings suggest that parents' use of adaptive emotion socialization practices may serve as a protective factor for children's ER development and may be particularly critical for youth with ADHD. Our findings support the use of interventions addressing parent emotion socialization to help foster better ER in children.