The Influence of Mother-Child Emotion Regulation Strategies on Children's Expression of Anger and Sadness

In a sample of 153 children from preschool through second grade, relations between the use of emotion regulation strategy and children's expression of anger and sadness were coded during an observational task in which children were intentionally disappointed in the presence of the mother. Multi...

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Bibliographic Details
Published in:	Developmental psychology 2011-01, Vol.47 (1), p.213-225
Main Authors:	Morris, Amanda Sheffield, Silk, Jennifer S, Morris, Michael D. S, Steinberg, Laurence, Aucoin, Katherine J, Keyes, Angela W
Format:	Article
Language:	eng
Subjects:	Adult Affect Age Differences Anger Attention Biological and medical sciences Child Child Behavior - psychology Child development Child, Preschool Children Children & youth Cognition & reasoning Cognitive Processes Correlation Developmental psychology Emotional Regulation Emotional Response Emotions Expressed anger Female Fundamental and applied biological sciences. Psychology Grade 1 Grade 2 Human Humans Internal-External Control Kindergarten Male Modeling (Psychology) Mother Child Relations Mothers Mothers - psychology Observation Older children Paradoxical Techniques Parenting Preschool Children Psychological Patterns Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Sadness Social cognition Socialization Task Analysis
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Summary:	In a sample of 153 children from preschool through second grade, relations between the use of emotion regulation strategy and children's expression of anger and sadness were coded during an observational task in which children were intentionally disappointed in the presence of the mother. Multilevel modeling was used to examine strategy use and current and subsequent expressions of anger and sadness. Results indicate that mothers' use of attention refocusing and joint mother-child cognitive reframing lead to lower intensity of expressed anger and sadness. Younger children expressed more sadness than older children, and maternal attention refocusing was less successful among older children than younger ones. Implications of these results for assessing the socialization of emotion regulation in preschool and school-age children are discussed.
ISSN:	0012-1649 1939-0599