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: 10350715
• 负责人: Julie C Dunsmore
• 金额: $ 29.1万
• 依托单位: UNIVERSITY OF HOUSTON
• 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 2024-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10350715
• 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.

情感教练（EC）是一种父母的情感社会化风格，结合了认识和接受 儿童的情感经历，以积极的验证和有关儿童情绪的教学。 EC是相关的 降低外部化和内在化问题。理论和研究支持情感的中介作用 EC与儿童社会心理调整的联系中的法规（ER）。那是一个发展级联模型 提出了提出的，EC会影响儿童后来的急诊室，这会影响儿童的内在化和外在化 行为问题（BP）。迄今为止的一项研究纵向研究了EC的发展转变， 表现出降低的认识和接受儿童的负面情绪和增加的认可 指导5至9岁的负面情绪。8拟议的研究将增加文献 检查3至9岁的情绪教练，跨越了儿童制作的早期童年 大步了解情绪的公开可观察到的方面以及童年期过渡 当孩子们了解内部情绪的心理方面时。此外，该研究将使用 在以对象为中心的母子期间对EC的行为观察 互动任务，这些任务提供了自然存在的机会，以捕捉母亲的灰心 儿童的情绪，这是元知觉结构的重要元素。因为有证据表明 根据儿童温度对EC的差异作用，拟议的研究还将检查是否是否 儿童的温度调节EC与ER的联系。特别是，儿童的负面情感更高 （NA）可能更需要父母EC，因为他们经常和强烈的负面经验 情绪和他们的需求也可能使他们更加接受父母的努力。那是发展 在拟议的研究中测试的级联模型将是一个调解模型。此外，该模型包括 儿童BP对父母后来的EC的潜在双向影响。具体目的是检查（a） 从童年早期到中期，个人等级订购稳定性和均值变化，并交叉 童年中期母亲EC的任务一致性，以及（b）EC与BP的纵向关联 ER的中介者，NA作为此发展级联和双向关系的主持人 包括后来的EC的BP。目标将通过对数据的次级分析来实现 心理生物学，温度和认知发展的纵向研究，包括时间点 儿童是3、4、6和9岁。录像的母子互动任务将被重新使用 观察EC。该研究已经包括适合NA的标准年龄措施（母性报告和 在每个时间点观察到），ER（观察到）和BP（母体报告）。拟议的研究进展 通过严格检查EC中的稳定性，变化和交叉任务一致性，探索发展科学 作为主持人的气质，并测试文献中长期理论的发展级联模型。