Maternal Emotion Socialization on Children's Social Competence
Bibliographic record
Abstract
Maternal emotion socialization plays a crucial role in children's social and emotional development (Chan et al. 2024). Previous studies have consistently shown that maternal emotion coaching is positively associated with children's social competence (Chan et al., 2024; Perkins et al., 2022; Rogers et al., 2016). However, less is known about how maternal emotional characteristics influence their emotion coaching and dismissing practices. The current study investigates whether maternal emotional clarity is associated with children's social competence through its relationship with maternal emotion coaching and dismissing behaviors. Mothers (N = 163) completed the Toronto Alexithymia Scale, Maternal Emotional Style Questionnaire, and the Early School Behavior Scale to report maternal emotional clarity, maternal emotion coaching and emotion dismissing practices, and child social competence, respectively. Structural equation modeling tested the hypothesized mediational relationships among these variables. Results indicated that mothers who had greater difficulty describing their own emotions were more likely to engage in emotion dismissing behaviors. Additionally, maternal emotion coaching was positively related to children's social competence. Interestingly, maternal emotion coaching and emotion dismissing behaviors were positively associated, suggesting that mothers who frequently use emotion coaching might simultaneously exhibit higher levels of dismissing behaviors.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".