The Role of Child's Emotional Knowledge and Maternal Responses to Positive Emotions in Predicting Social Competence

Javedani Samie, Saeedeh; Bordbar, Maryam

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year 14, Issue 10 (Winter D 2026 2025) Rooyesh 2025, 14(10): 31-40 | Back to browse issues page

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Javedani Samie S, Bordbar M. (2025). The Role of Child's Emotional Knowledge and Maternal Responses to Positive Emotions in Predicting Social Competence. Rooyesh. 14(10), 31-40.
URL: http://frooyesh.ir/article-1-6374-en.html

The Role of Child's Emotional Knowledge and Maternal Responses to Positive Emotions in Predicting Social Competence

Saeedeh Javedani Samie¹

, Maryam Bordbar ^*²

1- Ph.D Student of Educational Psychology, Department of Counseling and Educational Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2- Assistant Professor, Department of Counseling and Educational Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. , mbordbar@um.ac.ir

Abstract: (123 Views)

The present study was conducted with the aim of examining the role of children's emotional knowledge and maternal responses to positive emotions in predicting children's social competence. The research employed a descriptive-correlational design. The statistical population included preschool children in the city of Mashhad in the year 1402-1403 (2024), from which a sample of 200 children was selected through convenience sampling. The instruments used in this study included the Social Competence Scale (SCS; Corrigan et al., 2003), Parents’ Response to Children’ s Positive Emotions Scale (PRCPS; Ladouceur et al., 2002), and the Emotion Matching Task (EMT; Izard et al., 2003). Data were analyzed using stepwise regression analysis. The findings indicated that emotion recognition (β = .24, p < .001), emotion labeling (β = .22, p < .001), teaching social etiquette (β = .20, p < .001), encouragement (β = .21, p < .001), and situational emotion knowledge (β = .13, p < .04) together explained 33% of the variance in the criterion variable (social competence) (R² = .33). Among the dimensions of emotional knowledge, emotion matching, and among maternal responses, the dimensions of blame and distress, were not significant predictors of children's social competence (p > .05). In light of the findings, children's emotional knowledge and supportive maternal responses play a significant role in explaining children's social competence, whereas blaming maternal responses do not.

Keywords: Social Competence, Emotional Knowledge, Maternal Response to Children' s Positive Emotions, Preschool Child.

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Type of Article: Research | Subject: Educational Psychology
Received: 2025/06/22 | Accepted: 2025/08/17 | ePublished: 2025/12/31