Eisenberg N, Fabes R A, Carlo G, Karbon M
Arizona State University.
New Dir Child Dev. 1992 Spring(55):57-73. doi: 10.1002/cd.23219925506.
We have proposed that how children deal with emotional arousal in social situations affects the quality of their social interactions. More specifically, we have argued that children who can regulate negative emotions so that they are not overly aroused interact in more adaptive ways. Based on these assumptions, we have started to examine the relations of parental characteristics and practices to children's emotional responding and social behavior. Initial research findings provide partial support for the conclusion that parental encouragement of children's expression of their own sadness, distress, and sympathy, as well as parental practices that teach children ways to deal with negative emotion-eliciting situations and their own negative emotions, are associated with sympathetic emotional responding and with adaptive social behavior. These findings suggest that further examination of the ways in which children learn to manage their emotions in social interactions will serve to augment our understanding of the socialization of social competence.
我们提出，儿童在社交情境中如何应对情绪唤起会影响他们社交互动的质量。更具体地说，我们认为能够调节负面情绪从而不过度唤起的儿童会以更具适应性的方式进行互动。基于这些假设，我们开始研究父母的特征和行为与儿童情绪反应及社会行为之间的关系。初步研究结果为以下结论提供了部分支持：父母鼓励孩子表达自己的悲伤、痛苦和同情，以及教导孩子应对引发负面情绪的情境和自身负面情绪的行为，与同情性情绪反应和适应性社会行为相关。这些发现表明，进一步研究儿童在社交互动中学习管理情绪的方式，将有助于增进我们对社交能力社会化的理解。
