Parental linguistic content and distancing predict beliefs about emotion and child emotion regulation

Dados Bibliográficos

ID7149985
AutoresChelsea Reaume (0000-0001-8846-1810, University of Guelph, autor correspondente), Kristel Thomassin (0000-0002-8729-2581, University of Guelph)
Ano2025
Volume39
Fascículo7
Páginas1683-1692
Data de publicação2025-10-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCognition & Emotion (JOURNAL)
Identificadores do periódicoISSN: 0269-9931 • E-ISSN: 1464-0600
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02699931.2024.2362371
PMID38863205
OpenAlexW4399593545
IdiomaEN
Citações recebidas3
Referências citadas34

Employing a constructionist framework of emotion, this study examines whether parental language during emotion belief discussions predicts parents' self-reported beliefs about emotion and child emotion regulation (ER). 102 parents of children ages 8 through 12 participated in focus groups about emotion beliefs, and nine months later, completed questionnaires on their emotion beliefs and child ER. Focus group content was analyzed for positive and negative emotion talk, cognitive process talk, and an established linguistic marker of psychological distancing. Parents' positive emotion talk and parental linguistic distancing when discussing their child's (but not their own) emotion experiences positively predicted beliefs about children's emotional capabilities. Finally, negative emotion talk negatively predicted parental beliefs about children's capacity to control their own emotions and the value of anger expression as well as child ER. Current findings contribute to our understanding of how parental communication patterns about emotions may influence emotion beliefs and child emotion development

Anger · Cognition · Cognitive reappraisal · Developmental psychology · Distancing · Emotion classification · Emotion work · Expressed emotion · Negative emotion · Social distance · Attachment and Relationship Dynamics · Child and Adolescent Psychosocial and Emotional Development · Infant Health and Development · Psychology · Social Psychology