Examining the Relationships Between Parental Meta-Emotion Philosophy, Child Temperament, and Children’s Peer Relationships
Mount Saint Vincent University
The present study aimed to build upon the growing body of research on parental meta-emotion philosophy, child temperament, and children’s peer relationships. Past researchers indicate that an aspect of parental meta-emotional philosophy, emotion coaching, and child temperament, have implications for children’s outcomes. Though the literature provides insight to how these factors may be related to children’s peer relationships, some aspects remain unclear. Therefore, the objective of the present study was to examine these relationships and evaluate the predictive ability of the parental meta-emotional philosophy of emotion coaching and child temperament on children’s peer relationships. 45 parent-child dyads, comprised of children between 9-12 and their mothers and fathers, completed the Parental Emotional Styles Questionnaire, the Early Adolescent Temperament Questionnaire-Revised, and the People in My Life Questionnaire. Results indicated that in the present sample, the parental meta-emotion philosophy of emotion coaching and peer relationships were not significantly correlated. Additionally, emotion coaching was also found not-significantly related to child temperament domains. However, a significant correlation was found between the temperament domain of negative affect and children feeling dissatisfied and alienated from their friends. A significant interaction was also found in a regression model including emotion coaching, negative affect, and alienation. Post-hoc analyses revealed that this may be primarily due to the effect of negative affect on one’s feelings of alienation and dissatisfaction with peers. Results of the present study continue to emphasize the importance of considering the impact of child temperament and call for continuing research to build a fuller picture of the relationships that may exist within parental meta-emotion philosophy, child temperament, and children’s peer relationships, provides considerations for the importance of considering parenting and children’s temperaments when psychologists work with students and their families, and helps clarify recommendations for school psychologists.
Parental meta-emotion philosophy, child temperament, children peer relationships,