Acceso usuarios
Catarina Rolo, Eva Diniz
, Alessandra Babore, Tânia Brandão
While prior research has clearly established links between maternal responses and children’s emotion regulation (ER), the implications of these links for children’s behaviors, especially at school (as reported by their teachers), remain much less explored. This study examined the mediating role of children’s ER in the relationship between maternal reactions to both negative and positive emotions of children and the subsequent behaviors of these children at school. Participants included 56 Portuguese school-aged children (31 boys and 25 girls, aged 6–10 years, mean age = 8.27, SD = 1.27), their mothers (aged 26–55 years, mean age = 38.33, SD = 6.68), and their teachers (n = 7 female teachers) in a multi-informant study. Mothers provided reports on their responses to their children’s emotions and their perceptions of the children’s ER and lability/negativity, while teachers assessed the children’s behavior in the classroom. The results indicated that punitive maternal reactions were associated with greater child lability/negativity, which in turn correlated with increased conduct problems and hyperactivity at school. Conversely, maternal encouragement of expression was linked to reduced lability/negativity, which was associated with fewer emotional symptoms at school. Additionally, maternal problem-focused reactions and guided/empowering responses were associated with reduced child lability/negativity, which in turn correlated with fewer conduct problems and less hyperactivity at school. These findings suggest that maternal responses to children’s emotions can significantly influence children’s behaviors in the classroom via mechanisms involving children’s ER.
