Child temperament as a moderator of maternal emotion coaching: Implications for pathways leading to behavior problems

儿童气质作为母亲情绪辅导的调节因素：对导致行为问题的途径的影响

• 批准号: 9761762
• 负责人: Julie C Dunsmore
• 金额: $ 31.99万
• 依托单位: VIRGINIA POLYTECHNIC INST AND ST UNIV
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-03-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9761762
• 关键词: 11 year old; 9 year old; Address; Affect; Age; Age Reporting; Attitude; Awareness; Belief; Child; Child Behavior; Child Rearing; Code; Data Analyses; Data Collection; Development; Educational process of instructing; Elements; Emotional; Emotions; Family; Individual; Intervention; Interview; Link; Literature; Longitudinal Studies; Measures; Mediating; Mediation; Mediator of activation protein; Modeling; Mother-Child Relations; Mothers; Nature; Oppositional Defiant Disorder; Parents; Pathway interactions; Philosophy; Problem behavior; Process; Psyche structure; Public Health; Reporting; Research; Research Support; Role; Sampling; Science; Socialization; Temperament; Testing; Time; Validation; Videotape; Work; behavior observation; cognitive development; early childhood; emotion regulation; emotional experience; experience; externalizing behavior; innovation; middle childhood; negative affect; protective factors; psychobiology; psychosocial; psychosocial adjustment; public health relevance; secondary analysis; theories; treatment response

Emotion coaching (EC) is a parental emotion socialization style combining awareness and acceptance of children’s emotional experience with active validation of and teaching about children’s emotions. EC is related to lower externalizing and internalizing problems. Theory and research support the mediating role of emotion regulation (ER) in links of EC with children’s psychosocial adjustment. Thus, a developmental cascade model is proposed, with EC affecting children’s later ER, which then affects children’s internalizing and externalizing behavior problems (BP). One study to date has longitudinally investigated developmental shifts in EC, showing decreasing awareness and acceptance of children’s negative emotions and increasing endorsement of coaching negative emotions from 5 to 9 years of age.8 The proposed study will add to the literature by examining emotion coaching from 3 to 9 years of age, spanning the early childhood years when children make strides in understanding publically observable aspects of emotion as well as the middle childhood transition when children increase in understanding internal, mental aspects of emotions. Furthermore, the study will use behavioral observations of EC of both positive and negative emotions during object-focused mother-child interaction tasks, which provide naturally-occurring opportunities to capture mothers’ discouragement of children’s emotions, an important element of the meta-emotion construct. Because there is evidence for differential effects of EC according to child temperament, the proposed study will also examine whether children’s temperament moderates links of EC with ER. In particular, children higher in negative affectivity (NA) may have greater need of parental EC because of their frequent and intense experience of negative emotions, and their need may also make them more receptive to parents’ efforts. Thus, the developmental cascade model tested in the proposed study will be a moderated mediation model. Also, the model includes the potential bidirectional influence of children’s BP on parents’ later EC. Specific aims are to examine (a) individual rank-order stability and mean-level change in maternal EC from early to middle childhood, and cross- task consistency in maternal EC in middle childhood, and (b) longitudinal associations of EC with BP through the mediator of ER, with NA included as a moderator of this developmental cascade and bidirectional relations of BP with later EC included. Aims will be accomplished through secondary analysis of data from a longitudinal study of psychobiology, temperament, and cognitive development that includes time points when children were 3, 4, 6 and 9 years of age. Videotaped mother-child interaction tasks will be re-purposed to observe EC. The study already includes standard age-appropriate measures of NA (maternal report and observed), ER (observed), and BP (maternal report) at each time point. The proposed research advances developmental science by rigorously examining stability, change, and cross-task consistency in EC, exploring temperament as a moderator, and testing a developmental cascade model long theorized in the literature.

情绪辅导是一种结合了对父母情感的认知和接受的父母情感社会化方式。 儿童的情感体验，积极验证和教育儿童的情感。EC相关 降低外部化和内部化问题。理论和研究支持情绪的中介作用 调节（ER）与儿童心理社会适应的关系。因此，发展级联模型 EC影响儿童的后期ER，进而影响儿童的内化和外化 行为问题（BP）迄今为止的一项研究纵向调查了EC的发展变化， 对儿童消极情绪的认识和接受程度下降，对儿童消极情绪的认可程度上升 8这项拟议的研究将通过以下方式增加文献： 研究3至9岁的情绪辅导，跨越儿童早期， 在理解情感的可观察方面以及童年中期过渡方面的进步 当孩子们对情绪的内在和心理方面的理解增加时。此外，研究将使用 客体关注母子正、负性情绪EC的行为学观察 互动任务，提供自然发生的机会，捕捉母亲的沮丧， 儿童的情绪，元情绪结构的一个重要元素。因为有证据表明 根据儿童的气质，EC的不同影响，建议的研究还将研究 儿童的气质调节EC与ER的联系。特别是那些消极情感高的孩子 (NA)可能更需要父母的EC，因为他们经常和强烈的负面经验， 他们的情绪和需要也可能使他们更容易接受父母的努力。因此，发展 拟议研究中测试的级联模型将是一个温和的中介模型。此外，该模型还包括 儿童BP对父母日后EC的潜在双向影响。具体目标是审查（a） 从幼儿到幼儿中期，母亲EC的个体等级稳定性和平均水平变化，以及跨 任务一致性母亲EC在童年中期，和（B）纵向协会EC与BP通过 ER的中介，NA作为这种发展级联和双向关系的调节剂 包括后来的EC。目标将通过对数据的二次分析实现， 心理生物学、气质和认知发展的纵向研究，包括以下时间点： 儿童年龄分别为3岁、4岁、6岁和9岁。录像的母子互动任务将被重新利用， 观察EC。这项研究已经包括了与年龄相适应的NA标准措施（孕产妇报告和 在每个时间点，ER（观察）和BP（母体报告）。建议的研究进展 发展科学通过严格检查EC的稳定性、变化和跨任务一致性，探索 气质作为一个主持人，并测试发展级联模型长期理论在文献中。