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

与学习相关的情绪社会化：针对美国不同种族/民族背景的母亲和父亲的新型问卷测量的验证

• 批准号: 10527189
• 负责人: Jelena Obradovic
• 金额: $ 23.61万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-19 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10527189
• 关键词: 10 year old; Adopted; Age; Anger; Anxiety; Asian; Behavior; Behavioral; Black race; Buffers; Caregivers; Child; Child Mental Health; Child Rearing; Child Support; Clinical; Clinical Research; Competence; Development; Education; Educational Intervention; Emotional; Emotions; Ensure; Ethnic Origin; Ethnic group; Exploratory/Developmental Grant; Face; Fathers; Fright; Frustration; Gender; Goals; Health; Health Promotion; Health behavior; Heterogeneity; Hispanic; Home; Income; Informal Social Control; Intervention; Interview; Investigation; Latino; Learning; Link; Maternal Behavior; Measurement; Measures; Mental Health; Methodology; Mothers; Not Hispanic or Latino; Outcome; Parents; Paternal Behavior; Play; Population; Population Heterogeneity; Prevalence; Process; Psychometrics; Questionnaires; Race; Reaction; Reporting; Research; Research Design; Risk; Sampling; School-Age Population; Schools; Shapes; Social Adjustment; Social Environment; Socialization; Structure; Surveys; Testing; United States; Validation; coping; cost; design; education research; emotion regulation; emotional reaction; ethnic diversity; experience; innovation; insight; instrument; learning strategy; novel; peer; preference; racial and ethnic; racial diversity; response; social; social situation; socialization behavior; socioeconomics; success

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.

当孩子因学习活动而失败或被任务淹没时，他们可能会感到沮丧或沮丧。 成功应对这些负面情绪对儿童的心理健康有影响，与学习有关 行为和学校的成功。随着儿童过渡到正规教育，他们面临许多与学习有关的 挑战，父母的情感社交策略可以塑造孩子如何调节自己的情绪和 面对这些挑战的行为。拟议的研究将完善并验证父母的衡量标准 与学习相关的情绪社交（LRES），小说，简短的问卷。这项措施在两者中具有创新性 主要方式。首先，与其他情感社会化措施相比，它重点是 年轻的学龄儿童经历与学习有关的挫败感或灰心，例如解决 挑战难题或做艰辛的琐事。其次，测量包括情感社会化 专门适用于与学习相关情况的策略（例如，鼓励孩子坚持而不是 面对困难的放弃）。基于以前的研究记录情绪差异 母亲与父亲之间以及跨种族/族裔之间的社会化，拟议的研究将产生 一种情感社交的度量，这是四个最大的母亲和父亲之间不变的 美国的种族/族裔群体（非西班牙裔黑人，非西班牙裔白人，西班牙裔和亚洲）并评估 任何特定组件的价值。研究设计包括对系统的系统性严格的研究 在情感社会化的背景下，父母性别和种族/种族的交集。研究将 首先，将使用父访谈（n = 32），这些访谈将用于完善我们先前试验的测量内容的内容。 然后，将肺部测量和其他调查分配给1600个母亲和父亲平衡 在四个种族/族裔群体中，按收入和教育进行分层。首先，收敛/发散有效性 随着社交情绪的社会化，将检查。其次，因子结构 将在各组之间建立LRE和测量不变性。第三，患病率差异 在母亲与父亲之间以及跨种族/族裔群体之间将进行测试。最后，拟议的研究将 通过测试LRE与儿童心理健康，与学习相关的行为的关系，检查预测有效性， 和学校的成功，包括母亲和父亲和/或跨越的父母之间的这些协会是否有所不同 种族/族裔。这项研究将通过创建来促进发展，临床和教育研究 在学习背景下对父母情绪社交的心理测量，这是一个重要的 预测儿童结局可能会加剧或缓冲在学校环境中适应不良的风险。这 拟议的项目与R21机制一致，通过开发一种新颖的测量和方法论 可能对旨在促进精神的育儿和教育干预措施产生重大影响 大致/种族多元化的年轻学龄儿童的健康，学习和学校成功。