Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2006 - 200912010 - 20151

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Subject: search.filters.subject.Emotion Socialization

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    Parental Responses to Children's Negative Emotions: Relations with Diverse Forms of Prosocial Behavior in Head Start Preschoolers
    (2015) Gross, Jacquelyn; Cassidy, Jude; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    An important predictor of prosocial behavior in childhood is parental response to child distress (PRD). Often, researchers have investigated the link between PRD and broad indices of prosociality. Recent research, however, suggests children’s prosocial behavior is multidimensional, with few studies finding correlations between specific behaviors. The goal of the present study was to investigate links between PRD and children's specific prosocial behaviors, in addition to examining these links among a rarely studied population. Predominantly African American preschoolers enrolled in Head Start (n=141) responded to an experimenter simulating needs; their helping, sharing, and comforting behaviors were recorded, and mothers reported on their PRD. Contrary to hypotheses, PRD did not predict any prosocial behaviors; also unexpectedly, the specific behaviors were correlated. These findings are inconsistent with previous studies, suggesting the multidimensional nature of prosociality, or the hypothesized role of PRD, may not apply to African American children from low-income families.
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    Parent Gender and Child Gender as Factors in the Socialization of Emotion Displays and Emotion Regulation in Preschool Children
    (2006-06-02) Kennedy, Amy Elizabeth; Rubin, Kenneth H; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In recent years, there has been a surge in the examination of the socialization of children's emotions (see Eisenberg, Cumberland, & Spinrad, 1998 for relevant review). Few researchers have examined the socialization of both (1) discrete positive emotions (e.g., happiness) and (2) discrete negative emotions (e.g., anxiety, anger). Furthermore, few studies have examined both mothers' and fathers' role in children's emotional development. The present study had three major aims (1) examine parents' emotional reactions and reactive socialization strategies to children's discrete positive and negative emotion-related behaviors; (2) examine the role of parent gender and child gender in the emotion socialization process; and (3) examine the role of context (public setting versus private setting) in the emotion socialization process. Eighty-six parents of preschool-aged children (26 mothers of daughters, 20 mothers of sons, 17 fathers of sons, and 23 fathers of daughters) participated in this study. Data were analyzed with respect to: (1) parents self-reported emotional reactions to their sons' or daughters' displays of happiness, anxiety, anger, or disappointment, in both the public and private contexts; and (2) the emotion socialization strategies parents utilized in response to their sons' or daughters' displays of happiness, anxiety, anger, or disappointment in public and private contexts. Results indicated (1) mothers and fathers report stronger emotional reactions in response to their same-sex child's display of emotions; (2) the cause for children's emotion may play a powerful role in the manner which parents respond to their children's emotions; and (3) parents respond differently to children's display of discrete positive and negative emotions.