Parent Emotion Coaching and Emotion Language Effects on Children's Use of Emotion Words
Kurtz, Kellie Piper (K. Piper)
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Mothers' and fathers' emotion socialization through parent-emotion coaching and parent emotion language was investigated for effects on children’s positive and negative emotion language. The sample included 14 two-parent families and their preschooler. Mothers’ were an average age of 32.92 years old and fathers were an average age of 34.85 year old. The children, 9 girls (M=4 years, 4 months) and 5 boys (M=3 years, 9 months), wore the modified EAR, which recorded continuously for one day. The recordings were transcribed and run through the Linguistic Inquiry and Word Count (LIWC) program to obtain negative and positive emotion word outputs for mother, father and child. The 8 final emotion-coaching variables were: valence, mom engage, dad engage, mom aware, dad aware, mom comfort, dad comfort, and mom label. Results found significant differences in mothers’ and fathers’ emotion coaching and emotion language; mothers showing higher amounts in each. There were also interactions between emotion coaching variables, especially of the same valence. Positive valence awareness and positive valence engagement, negative awareness, negative engagement, and negative comfort were all correlated for both mothers and fathers. Mothers’ awareness was the only variable to show a significant different in relation to valence. Findings of emotion coaching variable associations with child emotion language opposed study predictions as fathers’ positive awareness and engagement were found to be negatively inter-correlated with child positive emotion expression.
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