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http://dx.doi.org/10.5723/kjcs.2016.37.4.57

The Relations Between Maternal Meta-Emotion Philosophy, Child Interpersonal Problem Solving, and Peer Competence  

Choi, Ranyi (Department of Child Psychology, Seoul Women's University)
Nahm, Eunyoung (Department of Child Studies, Seoul Women's University)
Publication Information
Korean Journal of Child Studies / v.37, no.4, 2016 , pp. 57-67 More about this Journal
Abstract
Objective: This study examined the relations between maternal meta-emotion philosophy, child interpersonal problem solving, and peer competence among children aged 4-5 and their mothers and teachers. Methods: A total of 54 children from 24 kindergartens were assessed on their interpersonal problem solving and peer competence. Their mothers reported on meta-emotion philosophy. Their teachers were assessed on child peer competence. Results: The major findings of this study were as follows. First, maternal meta-emotion philosophy, child interpersonal problem solving, and child peer competence showed positive correlation patterns. Second, child interpersonal problem solving and peer competence was found to be influenced by maternal child-directed meta-emotion philosophy but not by maternal self-directed meta-emotion philosophy. Conclusion: Findings highlight the importance of maternal meta-emotion philosophy and that their emotion socialization play a significant role in identifying the mechanisms leading to child social cognitive ability and social adjustment. Furthermore, these results could lead to important basic studies in developing parent/teacher education programs.
Keywords
maternal meta-emotion philosophy; interpersonal problem solving ability; peer competence; parent-child emotional relationship;
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