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E uropean‐ A merican and A frican‐ A merican Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social‐emotional Competence
Author(s) -
Nelson Jackie A.,
Leerkes Esther M.,
Perry Nicole B.,
O'Brien Marion,
Calkins Susan D.,
Marcovitch Stuart
Publication year - 2013
Publication title -
social development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.078
H-Index - 91
eISSN - 1467-9507
pISSN - 0961-205X
DOI - 10.1111/j.1467-9507.2012.00673.x
Subject(s) - psychology , socialization , developmental psychology , competence (human resources) , social emotional learning , social psychology
The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social‐emotional competence are similar or different for E uropean‐ A merican and A frican‐ A merican families. Two hundred mothers (137 E uropean‐ A merican, 63 A frican‐ A merican) reported on their responses to their five‐year‐old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem‐focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for E uropean‐ A merican children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for A frican‐ A merican children. The findings highlight the need to examine parental socialization practices from a culturally specific lens.