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

当孩子在一次学习活动中失败或被一项任务压得喘不过气来时，他们可能会感到沮丧或气馁。 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相关的问题 挑战，父母的情绪社会化策略可以塑造孩子如何调节他们的情绪和 面对这些挑战时的行为举止。这项拟议的研究将完善和验证父母的一种衡量标准 学习相关情绪社会化(LRES)，一种新颖、简明的问卷。这项措施在两个方面是创新的 主要方式。首先，与其他情绪社会化措施不同，它关注的是以下情况 学龄儿童经历与学习相关的挫折或气馁，例如解决 挑战谜题或做一项要求很高的家务。其次，该措施包括情感社会化 具体适用于与学习相关的情况的策略(例如，鼓励孩子坚持下去，而不是 在困难面前放弃)。建立在先前记录情绪差异的研究基础上 在母亲和父亲之间以及跨种族/民族群体的社会化方面，拟议的研究将产生 一种情绪社会化的衡量标准，在父母之间不变，从四个最大的 美国的种族/民族(非西班牙裔黑人、非西班牙裔白人、西班牙裔和亚洲人)和评估 任何特定于组的项目的值。研究设计包括一项系统的、经验性的严谨调查 情感社会化背景下父母性别与种族/民族的交集。这项研究将 从家长访谈(N=32)开始，这些访谈将被用来完善我们之前试行的措施的内容。 然后，LRES指标和其他调查将被平均分配给1600名母亲和父亲 在四个种族/族裔群体中，并按收入和教育程度分层。第一，收敛/发散效度 随着社会环境中负面情绪的社会化，我们将对其进行考察。第二，中国的要素结构 将建立跨组的LRES和测量不变性。第三，患病率的差异 将对母亲和父亲之间以及跨种族/民族群体进行测试。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，包括这些联系是否在母亲和父亲之间和/或在 种族/民族群体。这项研究将有助于发展、临床和教育研究 学习背景下父母情绪社会化的心理测量学稳健测量，这是一个重要的 可加剧或缓冲学校环境中适应不良风险的儿童结局预测指标。这 拟议的项目符合R21机制，制定了一种新的措施和方法， 可能会对父母养育和旨在促进心理健康的教育干预产生重大影响 不同种族/民族的学龄儿童的健康、学习和学业成功。

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.