Emotion understanding and maternal sensitivity as protective factors against hostile attribution bias in anger‐prone children

The present research examined children’s anger proneness, emotion understanding, and maternal sensitivity during toddlerhood as predictors of children’s hostile attribution bias (HAB) during the later preschool years. At 2.8 years (N = 128), maternal sensitivity (e.g., child‐centered behavior) was observed during mother–child play and snack, and parents reported on children’s anger proneness. At 3.3 years, emotion understanding (i.e., ability to identify emotional expressions accurately) was measured via an interactive puppet interview. At 4.8 and 5.4 years, children's HAB was assessed via child responses to hypothetical vignettes of ambiguous peer provocations. Path models revealed that maternal sensitivity predicted fewer hostile attributions. In addition, emotion understanding and maternal sensitivity emerged as buffers against the negative effect of anger proneness on HAB. Specifically, greater anger proneness was associated with more frequent hostile attributions, but only when children had lower emotion understanding or had mothers who were less sensitive. The findings highlight the interplay between intrapersonal and interpersonal factors in early childhood that contribute to a hostile attribution bias during the preschool period.     

Between‐ and within‐person predictors of children’s information management following rule violations

The purpose of this study was to better understand both why some children disclose more about their misbehavior to their parents than do other children, as well as why a child discloses to parents about misbehavior in some situations but not in others. Analyses test parental warmth, children's beliefs regarding the legitimacy of parental authority and their own obligation to disclose misbehavior, and parent's responses to children's disclosure of disagreement with parents’ rules and children's misbehavior as predictors of both between‐person and within‐person variations in disclosing and revealing forms of information management. Parent‐child dyads (n = 218) were interviewed during the summers following the child's 5th (M age = 11.9 years) and 6th grade school years. Feeling obligated to disclose rule violations and believing that parents have legitimate authority to impose rules across more topics explained why some children reveal more and conceal less from parents than do other children. Children were more likely to conceal information about the specific topics for which they felt less obligated to disclose rule violations and following rule violations in areas in which their parents previously punished rule violations.     

Developmental Trajectories of Sympathy,Moral Emotion Attributions,and Moral Reasoning: The Role of Parental Support

We examined the role of parental support to children's sympathy, moral emotion attribution, and moral reasoning trajectories in a three‐wave longitudinal study of Swiss children at 6 years of age (N = 175; Time 1), 7 years of age (Time 2), and 9 years of age (Time 3). Sympathy was assessed with self‐report measures. Moral emotion attributions and moral reasoning were measured with children's responses to hypothetical moral transgressions. Parental support was assessed at all assessment points with primary caregiver and child reports. Three trajectory classes of sympathy were identified: high‐stable, average‐increasing, and low‐stable. Moral emotion attributions exhibited high‐stable, increasing, and decreasing trajectories. Moral reasoning displayed high‐stable, increasing, and low‐stable trajectories. Children who were in the high‐stable sympathy group had higher self‐reported support than children in the increasing and low‐stable trajectory groups. Children who were in the high‐stable moral emotion attribution group or the high‐stable moral reasoning group had higher primary caregiver‐reported support than children in the corresponding increasing trajectory groups. Furthermore, children who were members of the high‐stable group in all three moral development variables (i.e., sympathy, moral emotion attribution, and moral reasoning) displayed higher levels of self‐reported parental support than children who were not.     

Paternal and Maternal Experiences in Caring for Chinese Children with Attention Deficit Hyperactivity Disorder in Hong Kong

This paper reports the results of an exploratory study that (i) identified parental stress and competence, parents’ perception of their children's attention deficit hyperactivity disorder (ADHD) symptoms, and the parent‐child relationship in caring for children with ADHD; (ii) compared paternal and maternal experiences in these areas; and (iii) examined the effect of children's ADHD behavior on paternal and maternal experiences in Hong Kong Chinese parents. Seventy‐two (59.5%) mothers and 49 (40.5%) fathers participated in the study, in which data were collected using a structured questionnaire. The results showed that: (i) mothers’ level of parental stress was higher than fathers’, but paternal and maternal competence in child‐rearing did not significantly vary; (ii) mothers perceived the child's ADHD behavior more seriously than fathers; (iii) both mothers and fathers had positive perceptions of their parent‐child relationship; and (iv) gender, employment, ADHD symptoms, and parental satisfaction explained the significant variance in parental stress but did not explain the significant variance in parental competence. Implications for social work practice and service development are discussed.     

Children's Anger, Emotional Expressiveness, and Empathy: Relations with Parents' Empathy, Emotional Expressiveness, and Parenting Practices

In Roberts and Strayer (1996 ) we described how emotional factors were strongly related to children's empathy, which in turn strongly predicted prosocial behavior. This paper focuses on how these child emotional factors, assessed across methods and sources, related to parental factors (empathy, emotional expressiveness, encouragement of children's emotional expressiveness, warmth and control) for a subset of 50 two‐parent families from our earlier sample. Parents reported on their emotional characteristics and parenting; children (5 to 13 years old; 42% girls) also described parenting practices. Children's age and parenting factors accounted for an average of 32% of the variance in child emotional factors, which, with role‐taking, strongly predicted children's empathy. In contrast to earlier, less comprehensive studies, we found important paths between parents’ and children's empathy, mediated by children's anger. These countervailing pathways largely neutralized each other, resulting in the low correlations usually seen when parents’ and children's empathy are examined in isolation. Thus our findings are an important confirmation and extension of the theoretically expected link between parents’ and children's empathy.     

Marital Conflict, Child Emotional Security about Family Relationships and Child Adjustment

Addressing a gap in process‐oriented understanding of relations between marital conflict and children's adjustment, propositions of the emotional security hypothesis from a family‐wide perspective were tested in a longitudinal research design. Participants were 181 families and their 11–12 year‐old‐child (115 boys, 76 girls) living in Wales, in the United Kingdom. Relations between marital conflict, children's emotional security about marital conflict and parenting, respectively, and children's adjustment were assessed based on reports by mothers, fathers, and children and videotaped analogue procedures completed by children. Structural equation modelling indicated that children's emotional security about interparental conflict (emotional regulation, cognitive representations and behavioural regulation) mediated the relation between marital conflict and children's security about parenting. Processes pertaining to children's security in multiple family systems (i.e., interparental and parent–child) provided an indirect mechanism through which interparental conflict affected children's symptoms of psychological distress (internalising and externalising problems) assessed 12 months later. Future directions for further tests of comprehensive, theoretically based models for the effects of marital conflict on children are discussed.     

Mothers and fathers in treatment for methamphetamine addiction—Parenting,parental stress,and children at risk

Parents addicted to methamphetamine (“crystal meth”) are likely to be impaired in meeting parental responsibilities, and the developmental settings can be highly disadvantageous for children. Therefore, parenting by methamphetamine‐addicted mothers and fathers needs further exploration, while considering the impact on children affected by parental substance use. In our study, we analysed parenting practices and parental stress as well as children's behavioural problems using standardized assessments. The sample consisted of 87 methamphetamine‐addicted parents in recovery. We obtained data on parents' current substance use and on their psychological distress. Multiple regression analysis was performed to identify predictors of children's overall problems. Parents reported high levels of parental and psychological distress, even after achieving abstinence. Especially depressive perceptions of parenthood appeared problematic. While recovering from methamphetamine addiction, parents exhibited a precarious psychosocial situation and problematic parenting behaviour. Dysfunctional parenting practices were evident in both indifferent and overreactive tendencies. Children were at risk of behavioural and emotional problems. Variables associated with parenting showed significant predictive value for children's overall problems, beyond current substance use, and psychological distress. These findings are discussed in terms of a family‐oriented perspective in order to promote parenting capabilities of methamphetamine‐addicted parents and to prevent problematic development of their children.     

Temperament,mothers' reactions to children's emotional experiences,and emotion understanding predicting adjustment in preschool children

It is expected that both children and their parents contribute to children's development of emotion knowledge and adjustment. Bidirectional relations between child temperament (fear, frustration, executive control) and mothers' reactions to children's emotional experiences were examined to explore how these variables predict children's emotion understanding, social competence, and problem behaviors. Preschool‐aged children (N = 306) and their mothers were assessed across four‐time points. Children's temperament and mothers' non‐supportive reactions to children's emotional experiences were assessed when children were 36 and 45 months of age. Emotion understanding was assessed when the children were 54 months of age and teachers reported on children's problem behaviors and social competence when the children were 63 months of age. Covariates included family income, child cognitive ability, gender, and child adjustment at 36 months. Results from path analyses demonstrated that bidirectional relations between children's temperament and mothers' non‐supportive reactions were not significant. However, mother's non‐supportive reactions directly predicted fewer problem behaviors, and children's emotion understanding mediated the relation between children's executive control and their later social competence. As such, emotion understanding appears to be one mechanism through which executive control might impact social competence.     

Parent and Child Cognitive Representations of Social Situations and Children's Social Competence

The current study examines the relations among parent and child social information processing components and their links to children's social competence. Ninety‐seven kindergarten children and their mothers and fathers responded to open‐ended vignettes that involved conflict with a peer. Goals and strategies for both parents and children were assessed. Results show that there is some consistency between parents and children in the types of goals and strategies that are provided. Further, fathers’ and children's goals and strategies were related to children's social competence but only limited support for children's cognitions as a mediator between parental cognitions and peer competence was found. The implications for the role of social information processing in the development of children's social competence are noted.     

Taiwanese–Canadian Mothers' Beliefs About Personal Freedom for Their Young Children

This study examined Taiwanese–Canadian mothers’ conceptions of personal freedom in everyday situations for their children and the influence of acculturation on their beliefs. Forty mothers of six‐ to eight‐year‐old children participated in a semistructured interview and sorting task. Interview responses revealed that, regardless of acculturation, child decision‐making was important and that mothers should negotiate and compromise with their child on everyday issues such as clothing, food, activities, daily routine and homework. They believed that child resistance was motivated by the children's personal interests, laziness, limit testing and their emotional state. Sources of conflict were resolved by parental authority, discussing/negotiating and conceding to the child. The sorting task also revealed that personal issues were judged as within their children's jurisdiction.     

Mother–Child Conversations of Emotionally Salient Events: Exploring the Functions of Emotional Reminiscing in European-American and Chinese Families

This study explores the functional variations in mother–child conversations of emotionally salient events in European‐American and Chinese families. Thirty Chinese and 31 European‐American 3‐year‐old children and their mothers participated. Mothers were asked to discuss with their children at home two specific one‐point‐in‐time events in which they both participated. One event was extremely positive to the child, one extremely stressful. American mothers initiated more interactive and elaborative conversations that focused on the child's roles and predilections in the story, and they employed a ‘cognitive approach’ to emotional regulation by providing explanations for the cause of children's feeling states. Chinese mothers took a directive role in posing and repeating memory questions and focusing on social interaction, and they used a ‘behavioral approach’ to emotional regulation by emphasizing discipline and proper conduct to their children. Findings are discussed in light of cultural influences on the functions of emotional reminiscing for self and relationship construction and emotional regulation.     

Parental Depressive Symptoms, Children's Representations of Family Relationships, and Child Adjustment

This study extends the investigation of family process models of parental dysphoria and child adjustment, by examining depressive symptoms in both fathers and mothers, and by examining children's representations of family relationships as possible explanatory mechanisms. Participants were 232 children (Time 1 mean age: 5.99; 105 boys, 127 girls) and their cohabiting parents, who participated for three consecutive years. Children's internal representations of multiple family relationships were assessed by means of a story stem completion task. Structural equation modeling indicated that children's inter‐parental and attachment representations are part of the process whereby parental depressive symptoms influence child externalizing symptoms. Maternal depressive symptoms also predicted changes in children's representations of marital and attachment relationships over time. The implications for family process models of relations between parental depressive symptoms in community samples and child development are discussed.     

Interaction between adoptive mothers’ and fathers’ depressive symptoms in risk for children’s emerging problem behavior

The effect of parental depression on children's adjustment has been well documented, with exposure during early childhood particularly detrimental. Most studies that examine links between parental depression and child behavior are confounded methodologically because they focus on parents raising children who are genetically related to them. Another limitation of most prior research is a tendency to focus only on the effects of maternal depression while ignoring the influence of fathers’ depression. The purpose of this study was to examine whether infants’ exposure to both parents’ depressive symptoms, and inherited risk from birth mother internalizing symptoms, was related to school age children's externalizing and internalizing problems. Study data come from a longitudinal adoption study of 561 adoptive parents, biological mothers, and adopted children. Adoptive fathers’ depressive symptoms during infancy contributed independent variance to the prediction of children's internalizing symptoms and also moderated associations between adoptive mothers’ depressive symptoms and child externalizing symptoms.     

Maternal Emotional Styles and Child Social Adjustment: Assessment, Correlates, Outcomes and Goodness of Fit in Early Childhood

The goals of the present research were to develop a modified version of an existing self‐assessment questionnaire designed to measure parents’ emotional style and to examine how the aspects of child regulation may moderate the relation between the emotional styles and social outcomes in childhood. Participants in Study 1 were 140 mothers and children (73 males, 67 females, M_age=56.0 months). The mothers completed the Maternal Emotional Styles Questionnaire (MESQ) to assess maternal emotional styles, and the Child Behavior Vignettes to assess parental goals across two scenarios. Participants in Study 2 were 50 mothers who were interviewed regarding their emotional styles using the Meta‐emotion Interview, and who also completed the MESQ. In Study 3, 100 mothers and children (41 males, 59 females, M=58.0 months) participated. The mothers completed the MESQ and the Child Behavior Questionnaire to assess the children's emotion and behavior regulation. Teachers completed the Child Behavior Scale to measure the indices of preschool adjustment. Results from Studies 1 and 2 indicated a two‐factor scale for the MESQ, with good psychometric properties (including stability, convergent validity, and construct validity). Results from Study 3 indicated different patterns of associations between maternal emotional styles, and child adjustment for well‐regulated versus dysregulated children.     

Impact of child care arrangements on Australian children's cognitive outcome: moderation effects of parental factors

This study examines the effects of child care arrangements on children's cognitive outcomes. It is a secondary analysis, using data on 5107 children born in 2004 and their families from Growing Up in Australia: The Longitudinal Study of Australian Children. Data were collected in 2004 (Wave One), in 2006 (Wave Two) and in 2008 (Wave Three). This study asks (i) Do children receiving non‐parental child care have different cognitive developmental outcomes at ages 4–5, compared with those who never had non‐parental child care during the first 3 years of life? Do parental factors affect these associations?; and (ii) among children with non‐parental child care, do child care characteristics such as types of care, quantity, entry age and stability of child care affect child outcomes? Do parental factors affect child outcomes? The study's findings suggest that children in non‐parental child care had higher Peabody Picture Vocabulary Test scores at age 5. Among children in non‐parental child care arrangements, quantity and entry age of non‐parental child care affected children's cognitive developmental outcomes. Along with child care arrangements, parental mental health was associated with children's cognitive outcomes.     

Parent–Child Emotional Communication and Children's Coping in Middle Childhood

Parent–child communication regarding children's negative emotions and coping were examined in a sample of 75 5th graders (53% boys) and their mothers and fathers. We predicted that emotionally open communication between a parent and his or her child would be related to children's use of constructive coping strategies. Parents reported on how they react to their child's negative emotions, and children reported on how much they share their negative feelings with each parent. Additionally, emotional communication was measured during a parent–child discussion task involving an event that was upsetting to the child. The results indicated that emotional communication, as reported by mothers, fathers, and children, as well as mother–child observed communication, were related to children's coping strategies. The findings point to a need to assess emotional communication using multiple measures that tap both the child's and the parents’ perspectives and that use different methodologies.     

Mothers' Socialization of Children's Emotion in India and the USA: A Cross‐ and Within‐culture Comparison

Parent responses to children's emotions vary within and across cultures. The present study compared mothers' reports of their emotional and behavioral responses in hypothetical situations depicting their children experiencing anger, sadness, or physical pain in two communities in India (traditional old city, N = 60; suburban middle class, N = 60), with a suburban middle‐class group in the USA (N = 60). Results showed that mothers in both groups in India reported more explanation‐oriented problem‐focused responses to their children's emotions than US mothers. US mothers reported the most solution‐oriented problem‐focused responses, followed by suburban Indian mothers, followed by old‐city mothers. US mothers reported behaviorally‐oriented punitive responses (i.e., time out, removal of privileges) towards child anger more than the other groups. Suburban Indian mothers reported briefly not talking to the child in response to child anger more than the other groups whereas old‐city Indian mothers reported scolding/spanking more than the other groups.     

Maternal Conflict Behavior Profiles and Child Social Skills

The current study examined associations between mothers’ behavioral profiles during mother‐child conflict interactions and their children's social skills. This person‐centered approach classified 181 mothers according to their levels of emotional responsiveness, intrusiveness, negativity, and engagement facilitation behaviors during an eight‐minute conflict discussion task with their child. Three distinct classes of mothers were identified using latent profile analysis: sensitive/engaged, moderately sensitive/engaged, and insensitive/disengaged. An analysis of covariance indicated that children of mothers in the sensitive/engaged group had significantly higher social skills than children of mothers in the moderately sensitive/engaged and insensitive/disengaged groups. Results suggest that mother‐child conflict interactions may benefit children's social development when mothers facilitate their children's participation in a highly sensitive manner.     

Maternal Mental State Language and Preschool Children's Attachment Security: Relation to Children's Mental State Language and Expressions of Emotional Understanding

Mothers’ mental state language in conversation with their preschool children, and children's preschool attachment security were examined for their effects on children's mental state language and expressions of emotional understanding in their conversation. Children discussed an emotionally salient event with their mothers and then relayed the event to a stranger. Compared to mothers of insecurely attached children, mothers of securely attached children used more mental state language and had children who used more mental state language with both mother and stranger, and who expressed more emotional understanding in the mother–child conversation. Maternal mental state language and attachment security made shared contributions to children's mental state language with their mothers. Maternal mental state language accounted for the effects of attachment security on children's expressions of emotional understanding in the mother–child conversation. Mothers’ mental state language to their children may enhance secure attachment and foster children's understanding of mental states in self and others.     

A prospective study of adolescent mothers’ social competence,children's effortful control and compliance and children's subsequent developmental outcomes

Previous work has established that caregiver and child temperamental characteristics are associated with child compliance. Given the critical role that parents play in this process, and that children of teen mothers are at risk for poorer developmental outcomes, it is important to understand the development of compliance in the context of at‐risk parenting such as adolescent motherhood. The current study examined child compliance (Wave 5; W5) as a mediator of the association between adolescent mothers’ social competence (Wave 4; W4) and children's behavioral and academic outcomes (Wave 6; W6), and whether this mediation varied depending on children's effortful control (W4) in a sample of 204 Mexican‐origin adolescent mothers (M_age at W4 = 19.94, SD = .99) and their children (M_age at W4 = 36.21 months, SD = .45). Adolescent mothers reported on their own social competence and their children's effortful control and externalizing problems; compliance was assessed using observational methods; and academic readiness was assessed using standardized developmental assessments. Findings based on structural equation modeling revealed that adolescent mothers’ social competence was positively related to children's compliance among children with high effortful control, but not among those with low effortful control. Moreover, child compliance mediated the longitudinal association between adolescent mothers’ social competence and child externalizing problems and academic readiness. Discussion focuses on the importance of considering the role of child temperament in understanding how adolescent mothers’ social competence is subsequently associated with children's social and academic adjustment.