Zhu Danhua, Lozada Fantasy T, Smith Cynthia L, Bell Martha Ann, Dunsmore Julie C
University of California, CA Irvine, 9269 USA.
Virginia Commonwealth University, 907 Floyd Ave, Richmond, VA 23284 USA.
Affect Sci. 2025 Jan 11;6(2):214-223. doi: 10.1007/s42761-024-00285-7. eCollection 2025 Jun.
Emotion socialization is a dynamic transactional process that unfolds at the moment during parent-child interactions. To better understand these transactions (both parent-driven and child-driven) in early childhood, we conducted a lag-sequential analysis examining sequential contingency between maternal emotion coaching and child emotion regulation at ages 3 and 4 years. Mother-child dyads in the southeastern United States ( = 208 for age 3 timepoint [101 boys, 107 girls] and 227 for age 4 timepoint [115 boys, 112 girls]) participated in a laboratory etch-a-sketch task, which was videorecorded and later observationally coded for maternal coaching of both positive and negative emotions and for child emotion regulation (indexed as compliance, engagement, and low frustration) at 30-s intervals. At age 3, we found two reciprocal sequences: (1) When mothers coached positive emotions, children were subsequently more likely to show compliance, and when children complied, mothers were subsequently more likely to coach their positive emotions; (2) when mothers coached negative emotions, children were subsequently more likely to display frustration, and when children showed frustration, mothers were subsequently more likely to coach their negative emotions. At age 4, we only found parent-driven, positive emotion-related sequences: when mothers coached positive emotions, children were subsequently more likely to show compliance and engagement. Findings shed light on the distinct functions of positive and negative emotions as well as the intricacy of dynamic emotion socialization transactions in relation to child emotion regulation during early childhood.
The online version contains supplementary material available at 10.1007/s42761-024-00285-7.
情绪社会化是一个动态的交互过程，在亲子互动过程中实时展开。为了更好地理解幼儿期这些交互（包括由父母主导和由孩子主导的），我们进行了一项滞后序列分析，考察了3岁和4岁时母亲情绪指导与孩子情绪调节之间的序列偶然性。美国东南部的母婴二元组（3岁时间点有208对[101名男孩，107名女孩]，4岁时间点有227对[115名男孩，112名女孩]）参与了一项实验室绘图任务，该任务被录像，随后对母亲对积极和消极情绪的指导以及孩子的情绪调节（以顺从、参与和低挫折感为指标）每隔30秒进行观察编码。在3岁时，我们发现了两个相互的序列：（1）当母亲指导积极情绪时，孩子随后更有可能表现出顺从，而当孩子顺从而后，母亲随后更有可能指导他们的积极情绪；（2）当母亲指导消极情绪时，孩子随后更有可能表现出挫折感，而当孩子表现出挫折感时，母亲随后更有可能指导他们的消极情绪。在4岁时，我们只发现了由父母主导的、与积极情绪相关的序列：当母亲指导积极情绪时，孩子随后更有可能表现出顺从和参与。研究结果揭示了积极和消极情绪的不同功能，以及幼儿期动态情绪社会化交互与孩子情绪调节相关的复杂性。
在线版本包含可在10.1007/s42761-024-00285-7获取的补充材料。
