Learning-Relevant Emotion Socialization: Validation of a Novel Questionnaire Measure for Mothers and Fathers from Diverse Racial/Ethnic Backgrounds in the United States

当孩子们在学习活动中失败或被任务压垮时，他们可能会感到沮丧或沮丧。 成功地应对这些负面情绪对儿童的心理健康、学习相关 行为和在学校的成功。随着孩子们过渡到正规学校，他们面临着许多与学习有关的问题。 挑战，父母的情感社会化策略可以塑造孩子如何调节他们的情绪， 在面对这些挑战的时候。这项拟议中的研究将完善和验证一项衡量父母 学习相关的情感社会化（LRES），一个新的，简短的问卷。这一举措创新之处有二 主要方式。首先，与其他情绪社会化的衡量标准相比，它侧重于以下情况： 年幼的学龄儿童经历与学习有关的挫折或气馁，如解决 挑战谜题或做一件要求很高的家务。第二，情感社会化 专门适用于学习相关情况的策略（例如，鼓励孩子坚持，而不是 在困难面前放弃）。基于先前记录情绪差异的研究， 社会之间的母亲和父亲和跨种族/族裔群体，拟议的研究将产生 这是一种情感社会化的衡量标准，在四个最大的家庭中， 美国的种族/族裔群体（非西班牙裔黑人、非西班牙裔白色、西班牙裔和亚洲人），并评估 任何组特定项目的值。研究设计包括系统的，经验上严格的调查， 情感社会化背景下父母性别与种族/民族的交叉。这项研究将 开始与家长访谈（N = 32），将用于完善我们之前试点措施的内容。 然后，LRES测量和其他调查将平均分配给1，600名母亲和父亲 在四个种族/民族群体中，并按收入和教育程度分层。第一，聚合/发散效度 在社会环境中的负面情绪的社会化将被审查。二是要素结构 将在各组间建立LRES和测量不变性。第三，患病率的差异 将测试母亲和父亲之间以及种族/族裔群体之间的差异。最后，拟议的研究将 通过测试LRES如何与儿童的心理健康，学习相关行为， 和学校的成功，包括这些协会是否不同的母亲和父亲和/或跨 种族/民族团体。这项研究将有助于发展，临床和教育研究，创造 在学习的背景下，父母情感社会化的心理测量稳健的措施，一个重要的 预测儿童的结果，可以加剧或缓冲风险适应不良的学校环境。这 拟议的项目是符合R21机制，通过开发一种新的措施和方法， 可能会对旨在促进心理健康的育儿和教育干预产生重大影响。 不同种族/族裔学龄儿童的健康、学习和学业成绩。

When children fail at a learning activity or get overwhelmed by a task, they may get frustrated or discouraged. Successfully coping with these negative emotions has implications for children’s mental health, learning-related behaviors, and success in school. As children transition to formal schooling, they face many learning-related challenges, and parents’ emotion socialization strategies can shape how children regulate their emotions and behavior in the face of these challenges. The proposed research will refine and validate a measure of parents’ learning-relevant emotion socialization (LRES), a novel, brief questionnaire. This measure is innovative in two major ways. First, in contrast to other measures of emotion socialization, it focuses on situations in which young school-aged children experience learning-related frustration or discouragement, such as solving challenging puzzles or doing a demanding chore. Second, the measure includes emotion socialization strategies that specifically apply to learning-related situations (e.g., encouraging the child to persist instead of giving up in the face of difficulties). Building on previous research documenting differences in emotion socialization between mothers and fathers and across racial/ethnic groups, the proposed research will produce a measure of emotion socialization that is invariant across mothers and fathers from the four largest racial/ethnic groups in the U.S. (Non-Hispanic Black, Non-Hispanic White, Hispanic, and Asian) and evaluate value of any group-specific items. The study design includes a systematic, empirically rigorous investigation of the intersection of parents’ gender and race/ethnicity in the context of emotion socialization. The study will begin with parent interviews (N = 32) that will be used to refine the content of our previously piloted measure. Then the LRES measure and other surveys will be distributed to 1,600 mothers and fathers equally balanced across the four racial/ethnic groups and stratified by income and education. First, convergent/divergent validity with socialization of negative emotions in social situations will be examined. Second, the factor structure of LRES and measurement invariance will be established across groups. Third, differences in prevalence between mothers and fathers and across racial/ethnic groups will be tested. Finally, the proposed research will examine predictive validity by testing how LRES relates to children’s mental health, learning-related behavior, and school success, including whether these associations differ between mothers and fathers and/or across racial/ethnic groups. This study will contribute to developmental, clinical, and educational research by creating a psychometrically robust measure of parent emotion socialization in the context of learning, an important predictor of child outcomes that can exacerbate or buffer risk for maladaptation within the school context. This proposed project is consistent with the R21 mechanism, by developing a novel measure and methodology that could have a major impact on both parenting and educational interventions aimed at promoting the mental health, learning, and school success of racially/ethnically diverse young school-aged children.