The Association between Parental Meta-Emotion, Child Temperament and the Development of Coping Skills in Middle School Children
The purpose of the current study was to examine how adolescent temperament and parental meta-emotion influence the development of coping skills in middle school children. A number of different findings regarding the relationship between temperament and coping skills have been found in past studies (e.g., Ebata & Moos, 1994; Connor- Smith, and Jaser, 2004). Similarly, previous research studies have shown significant correlations between parenting styles and their influence on child development including the ability to regulate emotions and cope with stressful situations (Eisenberg, Valiente, Morris, Fabes, Cumberland, Reiser, Gershoff, Shepard, & Losoya, 2003; Dusek & Danko, 1994). However, within the context of parental meta-emotion, previous research has not directly focused on how parental meta-emotion influences or predicts coping skills in children. Past studies have also not examined how temperament and parental meta-emotion interact together to influence coping skills developed by middle school children. In the current study, 37 students and their parents completed a number of questionnaires to assess parental meta-emotion style, adolescent temperament, and coping skills. Significant interactions were found between emotion-coaching parenting and each of the four temperament dimensions in the prediction of distraction coping strategies. Two more significant interactions were found between emotion-coaching and emotion-dismissing (separately) and affiliation in the prediction of supportive coping.
Students , Parenting , New Brunswick -- Rothesay , New Brunswick , Psychology , Life skills , Coping skills , Psychological aspects , Adolescence , Middle school