Socialization of Emotional Expression, page 1 The Socialization of Emotional Expression: Relations with Prosocial Behavior and Competence in Five Samples
Bibliographic record
Abstract
This paper reports on five studies that focused on the socialization of emotions and children's prosocial behavior and ego resilience in preschool. Parents reported their socialization practices using a 99-item version of Block's Child Rearing Practices Q-sort, and teachers assessed children's competence using Baumrind's Preschool Behavior Q-sort. Meta-analytic techniques were used to combine correlational results across samples (3 from Ontario and 2 from British Columbia). In all, 150 families participated; children's mean age = 4.2 years; 57 % were girls. Nearly 79 % of all comparisons replicated across samples, 18 % with mean rs>.30. Consistent with the cognitive-emotional processing model (Roberts & Strayer, 1987), (1) children's ego-resilient and prosocial behaviors were related to parents ' tolerant, non-punitive responses to emotional distress; (2) partial correlations supported the contention that emotional socialization practices affect outcomes independently of other dimensions of parenting; and (3) longitudinal data (available for one sample) indicated that greater emphasis on emotional control was related to declines in boys ' friendly, ego-resilient behaviors 2 years later. However, consistent with emotion regulation models, parenting practices that emphasized the control of emotional expression were sometimes positively related to contemporary measures of competence. Socialization of Emotional Expression, page 3 The socialization of emotional expression: Relations with prosocial behavior and competence in five samples This paper is a report of a series of studies that investigated parents' responses to the emotional distress of their children (i.e., to their expressed anger, fear, and sadness) and assessed the relation of these responses to children's competence in preschool. A major goal was to replicate and extend findings reported in Roberts and Strayer (1987), especially vis-a-vis the model described there linking the socialization of emotional expression with basic aspects of children's competence, in particular, their resourcefulness (ego resilience) and cooperative, prosocial behavior with peers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.000 | 0.002 |
| 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 source (direct Gemma or distilled Codex), 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".