Examining parent emotion socialization with children in daily life

Abstract

We conducted a multilevel exploratory factor analysis of the Parent Emotion Socialization in Daily Life (PEDL) questionnaire to examine the within‐ and between‐person factor structure of emotion socialization (ES) practices. Further, we assessed how identified factors related to child social–emotional outcomes. ES practices are a robust predictor of child social–emotional outcomes across the lifespan. However, little is known about what ES strategies look like in daily life and if they may differentially relate to child outcomes. Participants included 95 children ( M age =  8.78 years; 49.5% female; 85.3% White) and a primary caregiver (84.2% mothers; M age  = 40.72 years). A two‐factor within and between solution best fit the data, with conventional supportive (expressive encouragement, emotion focused, problem focused) and nonsupportive (punishment, minimization, ignore) practices being identified at both levels. Factors demonstrated evidence of validity based on associations with parent‐reported global parenting and ES questionnaires. The nonsupportive PEDL factor was significantly related to negative child social–emotional and behavioral outcomes in daily life and globally, whereas supportive responses were only linked to child positive affect in daily life. This study provides initial evidence for the validity and utility of a measure of ES practices in daily life. Results highlight that decreasing nonsupportive responses through prevention and intervention programs may be more effective at reducing negative outcomes than focusing on increasing supportive responses.