Garner P W, Jones D C, Miner J L
School of Human Sciences and Humanities, University of Houston, Clear Lake, TX 77058.
Child Dev. 1994 Apr;65(2 Spec No):622-37.
Two studies were designed to investigate the relation between emotion socialization variables, social cognitive knowledge, and children's social competence. In Study 1, the expression and situation knowledge of 46 low-income preschoolers were assessed. Peer competence within the preschool setting was also evaluated. Mothers completed questionnaires designed to assess negative emotion socialization practices. Results showed that maternal reports of their emotion socialization practices were related to sad and angry situation knowledge. The aggregate measure of situation knowledge predicted peer competence. In Study 2, 41 low-income preschoolers were observed in a caregiving situation with their younger siblings. The preschoolers' rate of caregiving behavior was recorded and measures of their situation knowledge, emotional role taking, and caregiving script knowledge were obtained. Mothers completed emotion socialization questionnaires. Situation knowledge was the social cognitive variable that predicted sibling caregiving behavior. However, only the maternal emotion socialization variables were directly related to sibling caregiving behavior. These findings highlight the importance of situation knowledge and emotion socialization practices for low-income children's social competence with peers and siblings and provide much needed information on the social development of low-income children.
两项研究旨在调查情绪社会化变量、社会认知知识与儿童社会能力之间的关系。在研究1中，评估了46名低收入学龄前儿童的情绪表达和情境知识。还评估了学龄前儿童在幼儿园环境中的同伴能力。母亲们完成了旨在评估负面情绪社会化实践的问卷。结果表明，母亲对其情绪社会化实践的报告与悲伤和愤怒情境知识有关。情境知识的综合测量预测了同伴能力。在研究2中，观察了41名低收入学龄前儿童与其弟弟妹妹在照料情境中的互动。记录了学龄前儿童的照料行为发生率，并获取了他们的情境知识、情感角色采择和照料脚本知识的测量数据。母亲们完成了情绪社会化问卷。情境知识是预测对弟弟妹妹照料行为的社会认知变量。然而，只有母亲的情绪社会化变量与对弟弟妹妹的照料行为直接相关。这些发现凸显了情境知识和情绪社会化实践对低收入儿童与同伴及弟弟妹妹交往时的社会能力的重要性，并为低收入儿童的社会发展提供了急需的信息。
