The Relationship between parent-child characteristics and child outcomes: mediator role of emotion-related socialization behaviors

Date

2020

Author

Gölcük, Merve

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The purpose of the current study was to investigate the mediator role of emotion-related socialization behaviors (supportive and non-supportive reactions) in the relationships between child temperamental characteristics (anger/frustration and perceptual sensitivity), maternal personality traits (Agreeableness and Openness-to- experience), maternal autonomous-related self-construal and the child outcomes of emotion regulation and theory of mind. In addition, the study aimed to examine the cross-lagged relationship between emotion regulation and theory of mind. In total, 200 children (90 girls [45%], and 110 boys [55%]) with the age range from 47 to 66 months (Mmonths = 57.15, SDmonths = 8.56) and their mothers participated in the study. Children were assessed in two-time points with one-year interval. Children’s temperament was assessed with Child Behavior Questionnaire, maternal personality was assessed with Basic Personality Traits Inventory, maternal self-construal was assessed with Autonomous-Related Self in Family Scale, emotion-related socialization behaviors were assessed with Coping with Children’s Negative Emotions Scale, perceived emotion-related socialization behaviors were assessed with a puppet interview. Children’s theory of mind skills was measured with Theory of Mind Scale. Emotion regulation was assessed by both the Emotion Regulation Strategies Questionnaire for preschoolers and Disappointing Gift Paradigm. Path and cross-lagged panel analyses were conducted. Results revealed that mothers’ non-supportive reactions mediated the relationship between child temperament and ineffective emotion regulation strategies, mothers’ supportive reactions mediated the relationship between maternal personality and effective emotion regulation strategies. Effective emotion regulation strategies and theory of mind showed significant improvement from T1 to T2 assessment, but cross-lag relationships were not significant.

Subject Keywords

Emotions in children, Temperament, Personality, Emotion Socialization, Emotion Regulation, Theory of Mind.

URI

http://etd.lib.metu.edu.tr/upload/12625621/index.pdf
https://hdl.handle.net/11511/45823

Collections

Graduate School of Social Sciences, Thesis