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Showing 1 results for Emotional Socialization
Dr. Alireza Sharifi Ardani, Fatemeh Ghahvehchi-Alhosseini, Marzieh Asnanasharieh, Dr. Mehdi Tavallaei, Rayyan Rajabi,
year 12, Issue 3 (5-2023)
Abstract
The aim of this study was to determine the mediating role of parents coping styles with children's negative emotions in the relationship between emotional regulation and children's social skills. The research method is a descriptive correlation. The statistical population was the parents of primary school students in Yazd City in the academic year 2021-2022. The sample size was 300 people and they were selected by the multi-stage cluster sampling method, and finally, 286 people completed the questionnaires. Research measurement included the social skills rating system (SSRS) (Gresham & Elliott 1990), the Difficulties in Emotion Regulation Scale (DERS) (Gratz & Roemer, 2004), And Coping With Children’s Negative Emotions Scale (CCNES) (Fabbes et al. 1990). The structural equation method and PLS-SEM3 software were used to analyze the data. The findings showed that emotional regulation has a direct and positive relationship with children's social skills (p=0.001, β=0.39). Emotional regulation has a direct and positive relationship with non-supportive practices (β=0.32, p=0.4). Supportive coping methods had a direct and positive relationship with social skills (β=0.33, p=0.001), but non-supportive methods had a direct and negative relationship with children's social skills (-0.19). =β, p=0.01). Emotion regulation was indirectly and negatively related to children's social skills through non-supportive coping methods (β=-0.07, p=0.03). The results of the present study showed that children's social skills are influenced by parents' emotional regulation and CCNE.
