Parental Socialization of Children's Anger and Sadness and Children's Affective Social Competence

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dc.contributor.advisor Pamela Martin, Committee Member en_US
dc.contributor.advisor Shevaun Neupert, Committee Member en_US
dc.contributor.advisor Lynne Baker-Ward, Committee Member en_US
dc.contributor.advisor Amy Halberstadt, Committee Chair en_US Stelter, Rebecca Lynn en_US 2010-08-19T18:15:06Z 2010-08-19T18:15:06Z 2010-04-27 en_US
dc.identifier.other etd-04012010-103428 en_US
dc.description.abstract Parents’ emotion-related socialization behaviors are one component of the process through which children learn about the experience, expression and regulation of emotions and much research has examined these behaviors in relation to children’s outcomes (Eisenberg, Cumberland, & Spinrad, 1998). Parents’ behaviors are informed in part by their underlying beliefs about children’s emotions (Dunsmore & Halberstadt, 1997; Halberstadt, Thompson, Parker, & Dunsmore, 2008; Wong, McElwain, & Halberstadt, 2009). Much of the research on emotion socialization beliefs and behavior has combined negative emotions without examining whether there are unique socialization processes for distinct emotions. The goal of the current study was to explore the relationship between parents’ beliefs about two distinct emotions, anger and sadness, and parents’ socialization behaviors for these two emotions, as well as how parents’ beliefs and behaviors relate to children’s affective social competence. In addition, the influence of parent gender, child gender, and ethnicity was assessed. A diverse sample of parents (African American, European American and Lumbee Native American) and their 8-12 year old children were recruited to explore the five major aims of the current study. The main findings supported the importance of distinguishing between parents’ beliefs and behaviors for children’s anger and sadness. Parent gender and education group differences were also found in parents’ beliefs about anger and sadness. This is an important contribution to the literature and future research should examine whether certain parental beliefs and behaviors are more beneficial for children’s outcomes than others. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject Emotion socialization en_US
dc.subject Parenting en_US
dc.subject Anger en_US
dc.subject Sadness en_US
dc.subject Competence en_US
dc.title Parental Socialization of Children's Anger and Sadness and Children's Affective Social Competence en_US PhD en_US dissertation en_US Psychology en_US

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