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: (29 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