Wu Qiong, Jalapa Karina, Lee Chorong, Zhang Xinyun Kaikai, Langlais Mickey
Department of Human Development & Family Science College of Education, Health, and Human Sciences, Florida State University, Sandels 322, 120 Convocation Way, Tallahassee, FL, 32306, USA.
Department of Human Sciences & Design, Robbins College of Health and Human Sciences, Baylor University, Waco, Texas, USA.
Res Child Adolesc Psychopathol. 2024 Dec;52(12):1887-1899. doi: 10.1007/s10802-024-01246-1. Epub 2024 Sep 17.
Guided by the conceptual frameworks of social withdrawal (Rubin, K. H., & Chronis-Tuscano, A. (2021). Perspectives on social withdrawal in childhood: Past, present, and prospects. Child Development Perspectives, 15(3), 160-167.) and emotion socialization (Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9, 241-273.; Morris, (A) S., Criss, M. M., Silk, J. S., & Houltberg, (B) J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233-238.), the current study examined multifaceted relations among temperamental shyness, peer competence, and loneliness and focused on the role of socializing and expressing positive emotion in middle childhood. Participants included 1,364 families, among whom mothers reported children's temperament when children were 4.5 years old. Mothers and alternative caregivers (usually fathers) independently rated family expressiveness when children were 8-9 years old. Mothers rated their children's peer competence, and children's positive affect with peers were observed when children were ages 8-9 and 10-11. Children self-rated their loneliness levels at ages 10-11. A path model revealed a moderated mediation effect, such that family positive expressiveness moderated the sequential mediation pathway from child temperamental shyness through child peer competence at ages 8-9 and positive affect with peers at ages 10-11 to loneliness at ages 10-11. This sequential mediation was significant only under low but not high levels of family positive expressiveness. Findings support the importance of socializing positive emotion in the context of temperamental shyness and have implications for family-based intervention strategies aimed at children exhibiting high temperamental shyness.
在社会退缩（鲁宾，K.H.，& 克罗尼斯 - 图斯卡诺，A.（2021年）。童年期社会退缩的观点：过去、现在和展望。《儿童发展展望》，15(3)，160 - 167）和情绪社会化（艾森伯格，N.，坎伯兰，A.，& 斯平拉德，T.L.（1998年）。父母对情绪的社会化。《心理探索》，9，241 - 273；莫里斯，（A）S.，克里斯，M.M.，西尔克，J.S.，& 霍尔特伯格，（B）J.（2017年）。养育方式对儿童期和青少年期情绪调节的影响。《儿童发展展望》，11(4)，233 - 238）的概念框架指导下，本研究考察了气质性害羞、同伴能力和孤独感之间的多方面关系，并聚焦于小学中期积极情绪的社会化和表达所起的作用。参与者包括1364个家庭，其中母亲报告孩子4.5岁时的气质。母亲和替代照料者（通常是父亲）在孩子8 - 9岁时独立对家庭表达性进行评分。母亲对孩子的同伴能力进行评分，在孩子8 - 9岁和10 - 11岁时观察孩子与同伴相处时的积极情绪。孩子在10 - 11岁时自评孤独水平。一个路径模型揭示了一种调节中介效应，即家庭积极表达性调节了从儿童气质性害羞，经8 - 9岁儿童同伴能力以及10 - 11岁与同伴相处时的积极情绪，到10 - 11岁孤独感的顺序中介路径。这种顺序中介仅在家庭积极表达性水平较低而非较高时显著。研究结果支持了在气质性害羞背景下积极情绪社会化的重要性，并对针对气质性害羞程度高的儿童的家庭干预策略具有启示意义。
