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Differentiating Processes of Control and Understanding in the Early Development of Emotion and Cognition
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Blankson, A. Nayena; O'Brien, Marion; Leerkes, Esther M.; Marcovitch, Stuart; Calkins, Susan D. – Social Development, 2012
In this study, we examined the hypothesis that preschoolers' performance on emotion and cognitive tasks is organized into discrete processes of control and understanding within the domains of emotion and cognition. Additionally, we examined the relations among component processes using mother report, behavioral observation, and physiological…
Descriptors: Preschool Children, Child Development, Emotional Development, Cognitive Development
European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence
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Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart – Social Development, 2013
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 European-American and African-American families. Two hundred mothers (137 European-American, 63 African-American)…
Descriptors: Whites, African Americans, Interpersonal Competence, Social Development
The Interaction between Negative Emotionality and Effortful Control in Early Social-Emotional Development
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Moran, Lyndsey R.; Lengua, Liliana J.; Zalewski, Maureen – Social Development, 2013
Interactions between reactive and regulatory dimensions of temperament may be particularly relevant to children's adjustment but are examined infrequently. This study investigated these interactions by examining effortful control as a moderator of the relations of fear and frustration reactivity to children's social competence, internalizing, and…
Descriptors: Social Development, Emotional Development, Child Development, Young Children
Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families
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McCoy, Dana Charles; Raver, C. Cybele – Social Development, 2011
The present study examined the relationships between caregivers' self-reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results…
Descriptors: Behavior Problems, Disadvantaged Youth, Caregivers, Preschool Children
Respect-Based Control and Anger as Determinants of Children's Socio-Emotional Development
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Awong, Tsasha; Grusec, Joan E.; Sorenson, Ann – Social Development, 2008
Shortly after the birth of their infants, teenage working-class mothers were assessed on attitudes toward the need for deference to family authority (respect-based control) and anger. Their children's internalizing and externalizing problems and self-esteem were assessed approximately 12 years later. High respect-based control was linked to higher…
Descriptors: Socialization, Mothers, Family Environment, Emotional Development
Longitudinal Relations among Parental Emotional Expressivity and Sympathy and Prosocial Behavior in Adolescence
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Michalik, Nicole M.; Eisenberg, Nancy; Spinrad, Tracy L.; Ladd, Becky; Thompson, Marilyn; Valiente, Carlos – Social Development, 2007
Concurrent and longitudinal relations among parental emotional expressivity, children's sympathy and children's prosocial behavior were assessed with correlations and structural equation modeling when the children were 55-97 months old (N = 214; M age = 73 months, SD = 9.59) and eight years later (N = 130; ages 150-195 months old, M = 171 months,…
Descriptors: Prosocial Behavior, Females, Structural Equation Models, Adolescents
Affective Social Competence.
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Halberstadt, Amy G.; Denham, Susanne A.; Dunsmore, Julie C. – Social Development, 2001
Describes a theoretical model for affective social competence to include the three integrated and dynamic components of sending affective messages, receiving affective messages, and experiencing affect. Places the model within the context of previous research and theory related to affective social competence and, for each component, examines how…
Descriptors: Affective Behavior, Child Behavior, Children, Emotional Development
The Uniqueness of the Child-Father Attachment Relationship: Fathers' Sensitive and Challenging Play as a Pivotal Variable in a 16-Year Longitudinal Study.
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Grossmann, Karin; Grossmann, Klaus, E.; Fremmer-Bombik, Elisabeth; Kindler, Heinz; Scheuerer-English, Hermann; Zimmermann, Peter – Social Development, 2002
Explored fathers' specific contribution to their children's attachment representation at various ages. Found fathers' play sensitivity to be a better predictor of the child's long-term attachment representation than the early infant-father security of attachment. (Author)
Descriptors: Attachment Behavior, Behavior Development, Child Behavior, Children
Cognition, Context, and Goals: Significant Components in Social-Emotional Effectiveness.
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Saarni, Carolyn – Social Development, 2001
Highlights the strengths of the Halberstadt et al. contribution to the literature on social-emotional development. Discusses three issues relating to their model: (1) the inseparability of cognitive representation in both emotional and social functioning; (2) the role played by context; and (3) the significance of goals in any construct involving…
Descriptors: Affective Behavior, Child Behavior, Children, Cognitive Development