Emotion Regulation and Personality as Predictors of Mothers' Emotion Socialization Practices
Bibliographic record
Abstract
Background Parental emotion regulation (ER) and emotion socialization have been identified as key factors contributing to children's emotional competence; however, only a handful of studies have assessed the relationship between these constructs. Objective The goal of the present study was to determine whether parental ER would predict parents' self‐reported emotion socialization practices above and beyond the influence of personality. Method Parents completed a series of self‐report measures online. After data cleaning, 104 mothers of children between the ages of 8 and 12 years were retained for analyses. Results Hierarchal regressions revealed that mothers who reported higher levels of ER skills and more frequent use of cognitive reappraisal were more likely to report engaging in supportive response behaviors when controlling for personality. Moreover, maternal reappraisal was significantly and inversely associated with reports of unsupportive emotion socialization. Conclusion Findings provide evidence to support the association between maternal ER and emotion socialization behaviors. Implications Results are discussed with respect to their implications for emotion‐focused interventions aimed at promoting supportive parenting practices.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".