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ERIC Number: EJ836151
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 82
ISBN: N/A
ISSN: ISSN-0165-0254
Mothers' Expressive Style and Emotional Responses to Children's Behavior Predict Children's Prosocial and Achievement-Related Self-Ratings
Dunsmore, Julie C.; Bradburn, Isabel S.; Costanzo, Philip R.; Fredrickson, Barbara L.
International Journal of Behavioral Development, v33 n3 p253-264 2009
In this study we investigated whether mothers' typical expressive style and specific emotional responses to children's behaviors are linked to children's prosocial and competence self-ratings. Eight- to 12-year-old children and their mothers rated how mothers had felt when children behaved prosocially and antisocially, achieved and failed to achieve. Children rated self-descriptiveness of prosocial and achievement-related traits. Mothers' positive expressiveness was associated with children's higher achievement-related self-ratings. Mothers' positive- and negative-dominant expressiveness was associated with children's lower prosocial self-ratings. Mothers' happiness about both children's prosocial and achievement-related behavior was associated with children's higher self-ratings for both domains. Mothers' anger about children's antisocial behavior was related to children's lower self-ratings for both domains. When mothers were higher in negative-submissive expressiveness, and responded with more sadness to children's failure to achieve, children reported lower achievement self-ratings. Results support the importance of multidimensional assessment of self-concept and suggest that parents' typical expressive style moderates the influence of parents' specific emotional responses on children's self-ratings. (Contains 1 table, 2 figures, and 4 footnotes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A