Differential Knowledge of Display Rules for Positive and Negative Emotions: Influences from Parents, Influences on Peers

The current study examined different types of display rule knowledge and their relation to parental control of children's emotional expression and children's social competence. A sample of 61 third-grade children (50% Euro-American, 40% Latino, and 10% African-American, Asian-American or other) participated in the current study. Children's knowledge of display rules for positive and negative emotions was explored, as were the different reasons for endorsing the use of display rules. Parental level of control of children's emotions was also examined. Findings indicate that children who endorsed the use of display rules for both positive and negative emotions were rated as more competent by both teachers and peers. Parental control of children's expression of emotion was negatively related to children's knowledge of display rules and better social outcomes.