The Association between Parental Meta-Emotion, Child Temperament and the Development of Coping Skills in Middle School Children
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Date
2007-06
Authors
Gionet, Angela
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Abstract
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.
Description
Keywords
Students , Parenting , New Brunswick -- Rothesay , New Brunswick , Psychology , Life skills , Coping skills , Psychological aspects , Adolescence , Middle school