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Transgenerationale Emotionsregulation

Moderiert das emotionale Klima in der Familie den Zusammenhang von (dys–)funktionalen elterlichen und kindlichen Emotionsregulationsstrategien?

Published Online:December 12, 2016https://doi.org/10.1026/0942-5403/a000211

Abstract

Zusammenfassung. Die Entwicklung von Strategien zur Emotionsregulation ist eine zentrale Entwicklungsaufgabe im Kindesalter, da insbesondere funktionale Strategien mit weniger Verhaltensauffälligkeiten im Zusammenhang stehen. Noch immer ist jedoch nicht hinreichend geklärt, welche Faktoren zu ihrer Entwicklung beitragen – eine zentrale Rolle scheinen dabei die Eltern zu spielen. In einer Studie mit 98 Kindern (3 bis 6 Jahre) und je einem Elternteil wird untersucht, inwieweit elterliche und kindliche ER-Strategien zusammenhängen, welche Rolle verschiedene Indikatoren des emotionalen Familienklimas dabei spielen und in welchem Zusammenhang diese mit kindlichen Verhaltensauffälligkeiten stehen. Pfadanalysen zeigen, dass negative Familienklimafaktoren nicht nur ungünstig mit (der Übertragung von) kindlichen, funktionalen Strategien, sondern auch mit einer gesunden Entwicklung in Verbindung stehen. Ein günstiges Familienklima scheint hingegen keinen ausdrücklich förderlichen Einfluss zu haben.


Transgenerational Emotion Regulation. Does the Emotional Climate of the Family Moderate the Relationship Between Parents and Children’s (Dys–)functional Emotion Regulation?

Abstract. The development of emotion regulation (ER) strategies is a central developmental task in childhood. Especially when children are confronted with problems or stressors, strategies that effectively support the downregulation of negative emotions (e. g., sadness) are important for children’s health development. In particular, functional emotion regulation strategies (e. g., active problem-solving, positive reframing) are connected to health and well-being, whereas dysfunctional emotion regulation strategies (e. g., rumination, withdrawal) are instead connected to emotional and behavioral problems. Despite the fact that many factors are assumed to be involved in the development of ER strategies, the question of which conditions contribute to the acquisition of a repertoire of functional strategies has not been sufficiently investigated to date. Here, the family context, in particular, seems to play a pivotal role in the development of ER. In a tripartite model of familial influence, Morris, Silk, Steinberg, Myers, and Robinson (2007) posit that children learn about ER in three possible ways: (1) observation and modeling, (2) emotion-related parenting practices, and (3) the emotional climate. Although separate pathways of the tripartite model are partially investigated, studies that take variables from more than one pathway into account are rare. Moreover, their moderating and mediating relationships are often neglected. In a study of 98 preschool children at ages 3 – 6 years (M = 5.20, SD = 0.84, 46.9 % female) and one of their parents (M = 37.55, SD = 5.19, 86.7 % female), the interplay of selected pathways suggested by the model is supported. In particular, the relation between parents’ and children’s ER (Pathway 1) and the direct and indirect role of the emotional climate of the family (Pathway 3, defined by positive and negative parenting as well as marital relationship) is investigated. Moreover, the study focuses on the consequences for children’s problem behavior. Path analyses show specific effects for each variable of the family climate. In summary, the results indicate a positive relation between parents’ and children’s (dys–)functional strategies. The relation between parents’ and children’s functional strategies, however, can be undermined through the presence of a negative emotional climate of the family (e. g., negative parenting, such as punitive parenting behavior), which is in turn connected to a higher score of children’s problem behavior. A positive emotional climate of the family (e. g., warm and consistent parenting or positive marital quality), however, neither directly contributes to children’s ER or adjustment, nor does it enhance learning ER strategies in the family. Implications for further research and the practical relevance of the results are discussed.

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