ERIC Number: EJ908843
Record Type: Journal
Publication Date: 2011-Jan
Abstractor: As Provided
Reference Count: 75
Parenting Styles and Children's Emotional Intelligence: What Do We Know?
Family Journal: Counseling and Therapy for Couples and Families, v19 n1 p56-62 Jan 2011
The theory of emotional intelligence has elicited great interest both in the academic and the nonacademic world. Therapists, educators, and parents want to know what they can do to help children develop their emotional intelligence. However, most of the research in this field has investigated adults' emotional intelligence. This study reviews the scarce research literature in the area of children's emotional intelligence. It also reviews the way in which parenting styles and practices predict children's emotional intelligence in similar or different ways that they predict other developmental outcomes. Based on the parenting literature, four main dimensions of parenting are identified that are relevant to the study of emotional intelligence: parental responsiveness, parental positive demandingness, parental negative demandingness, and parental emotion-related coaching. Parental responsiveness, parental emotion-related coaching, and parental positive demandingness are related to children's higher emotional intelligence, while parental negative demandingness is related to children's lower emotional intelligence. Additionally, social-emotional intervention programs used in schools have succeeded in improving children's emotional skills. Implications for practitioners are discussed.
Descriptors: Emotional Intelligence, Intervention, Parenting Styles, Child Rearing, Prediction, Child Development, Parent Child Relationship, Children, Social Development, Skill Development
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A