title: European American and African American Mothers' Emotion Socialization Practices Relate Differently to their Children's Academic and Social-Emotional Competence.
abstract: The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem-focused responses to children's negative emotions, which have traditionally been considered asupportiveresponse, were positively associated with children's school competence for European American children, but expressive encouragement, another response consideredsupportive,was negatively associated with children's competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens.
authors.affiliation: The University of Texas at Dallas, School of Behavioral and Brain Sciences.
authors.forename: Jackie A
authors.initials: JA
authors.lastname: Nelson
authors.forename: Esther M
authors.initials: EM
authors.lastname: Leerkes
authors.forename: Nicole B
authors.initials: NB
authors.lastname: Perry
authors.forename: Marion
authors.initials: M
authors.lastname: O'Brien
authors.forename: Susan D
authors.initials: SD
authors.lastname: Calkins
authors.forename: Stuart
authors.initials: S
authors.lastname: Marcovitch
keywords: academic performance; cultural context; emotion socialization; ethnicity; social-emotional competence
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