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https://hdl.handle.net/10216/134911Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.creator | Gabriela Filipa Fonseca Pinto | |
| dc.date.accessioned | 2025-11-12T11:08:33Z | - |
| dc.date.available | 2025-11-12T11:08:33Z | - |
| dc.date.issued | 2021-07-26 | |
| dc.date.submitted | 2021-12-02 | |
| dc.identifier.other | sigarra:483768 | |
| dc.identifier.uri | https://hdl.handle.net/10216/134911 | - |
| dc.description | Parents are meaningful agents in fostering their preschoolers' socioemotional development, partly as a consequence of parental emotion-related beliefs and behaviors. Parental meta-emotion philosophy corresponds to the feelings and thoughts parents develop about their own emotions and their child's emotions, affecting how parents react to the child's expression of emotions (Gottman et al., 1996). This investigation aimed to analyze the impact of parental meta-emotion and children's emotional knowledge on children's peer acceptance, through the application of Structural Equation Modeling. Participants were 72 children with ages between 4 and 7 (M = 4.9, SD = 0.6) attending public (95.8%) and private preschool settings in Porto, as well as their respective parents (M school years = 14.3, SD = 3.5), mostly mothers (91.7%). Parental meta-emotion was measured using the Portuguese version of the Coping with Children's Negative Emotions Scale (CCNES; Alves & Cruz, 2011). Children's emotional knowledge scores were obtained through the Portuguese version of the Assessment of Children's Emotion Skills (ACES; Alves, 2006; Alves et al., 2008) scale and children's peer acceptance was assessed through the administration of the Sociometric Questionnaire. Path analysis results show that only positive parental reactions have a significant effect on preschoolers' socioemotional competences, indicating that emotional knowledge mediates the effects of positive reactions on peer acceptance. Future directions for investigation in the topic are discussed, as well as implications for intervention, which emphasize the essential practical issues associated with the parental meta-emotion model. | |
| dc.language.iso | eng | |
| dc.rights | restrictedAccess | |
| dc.subject | Psicologia | |
| dc.subject | Psychology | |
| dc.title | The role of positive parental meta-emotion on preschoolers' socioemotional skills | |
| dc.type | Dissertação | |
| dc.contributor.uporto | Faculdade de Psicologia e de Ciências da Educação | |
| dc.identifier.doi | 10.34626/5tyc-5b84 | |
| dc.identifier.tid | 202812545 | |
| dc.subject.fos | Ciências sociais::Psicologia | |
| dc.subject.fos | Social sciences::Psychology | |
| thesis.degree.discipline | Mestrado Integrado em Psicologia | |
| thesis.degree.grantor | Faculdade de Psicologia e de Ciências da Educação | |
| thesis.degree.grantor | Universidade do Porto | |
| thesis.degree.level | 1 | |
| Appears in Collections: | FPCEUP - Dissertação | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 483768.1.pdf Restricted Access | Parecer da Orientadora | 139.12 kB | Adobe PDF | View/Open |
| 483768.pdf Restricted Access | The role of positive parental meta-emotion on preschoolers' socioemotional skills | 468.27 kB | Adobe PDF | View/Open |
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