本研究旨在探討家長情緒信念（負向情緒可控信念、負向情緒可用信念）對兒童情緒調節（情緒不穩定、情緒復平）之關係，並進一步探討家長情緒教養行為 （3C情緒安撫、情緒教導）的中介效果。本研究以家中最長子女介於4到6歲的家長為研究對象，透過社群、網路社團發放線上問卷，邀請符合條件的家長協助填寫線上調查問卷。本研究分為預試研究以及正式研究：首先，預試研究以142份研究參與者的資料進行分析，檢驗家長情緒信念及家長情緒教養行為等測量工具的因素結構與內部一致性信度。接著，正式研究以213份研究參與者的資料探究家長情緒信念對兒童情緒調節的影響機制，以及家長情緒教養行為在這個機制中的中介角色。研究結果指出：（1）家長負向情緒可控信念與較高的情緒復平有關；（2）家長負向情緒可控信念會透過增加家長情緒教導的行為，進而增加兒童的情緒復平；（3）家長負向情緒可用信念會透過增加情緒教導的行為，進而增加兒童的情緒復平；（4）家長負向情緒可用信念會透過減少家長使用3C安撫兒童情緒的行為，進一步降低兒童的情緒不穩定。最後，會討論研究限制以及未來的研究方向，並依據本研究的研究結果提供實務現場工作者相關的建議。

This study aims to investigate the relationship between parents' emotion beliefs (beliefs about the controllability of negative emotions and the usefulness of negative emotions) and children's emotion regulation (emotional lability and emotion modulation). Additionally, the study examines the mediating effects of parental emotion socialization behaviors (media emotion regulation and emotion coaching). The study targets parents whose eldest child is between 4 and 6 years old. Online questionnaires were distributed through social networks to invite eligible parents to participate. The study comprises both a pilot study and a formal study.
Firstly, the pilot study analyzed data from 142 participants to assess the structure, reliability, and validity of the measurement tools used for parents' emotion beliefs and emotion socialization behaviors. Subsequently, the formal study analyzed data from 213 participants to explore the relationship between parents' emotion beliefs and children's emotion regulation, as well as the mediating role of parents' emotion socialization behaviors in these processes. The research findings indicate that: (1) parents' beliefs about the controllability of negative emotions are associated with higher levels of emotion modulation in children; (2) parents' beliefs about the controllability of negative emotions increase emotion coaching behaviors, which in turn enhance children's emotion modulation; (3) parents' beliefs about the usefulness of negative emotions increase emotion coaching behaviors, which also enhance children's emotion modulation; and (4) parents' beliefs about the usefulness of negative emotions decrease media emotion regulation behaviors, further reducing children's emotional lability. Finally, the study discusses its limitations and suggests directions for future research, as well as providing practical recommendations for practitioners based on the research findings.

王譽樺、邱淑惠（2019）。家長和幼兒科技產品使用現況與幼兒專注力之關聯。幼兒教育年刊，(30)，119-137。
兒童福利聯盟（2012）。2012年兒童使用3C產品現況調查報告。https://www.children.org.tw/publication_research/research_report/2116
林文婷、簡淑真、郭李宗文（2008）。教師情緒智力與幼兒情緒能力之相關研究。載於臺南應用科技大學幼兒保育系（主編），幼兒保育論壇（頁86-114）。臺南應用科技大學幼兒保育系。https://doi.org/10.29780/YEPYLT.200808.0086
邱皓政（2010）。「量化研究與統計分析」（第五版），台北：五南圖書公司。
崔新玲、鍾志從、梁進龍、吳如堂 （2022）。幼兒執行功能, 社會能力與情緒能力之關係-中介效果檢驗。教育心理學報，54（2），435-459。
張鑑如（2019）。幼兒發展調查資料庫建置計畫：36月齡組第一波36月齡(D00168)【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。doi:10.6141/TW-SRDA-D00168-2
教育部（2017）。幼兒園教保活動課程大綱。台北市：教育部。取自https://www.ece.moe.edu.tw/ch/preschool/course/curriculum_framework/cf_1/
黃信凱、程景琳（2023）。親子安全依附關係與幼兒退縮行為之關聯性研究：幼兒情緒調節能力之中介效果。輔仁民生學誌，29（2），57-78。
楊婧、張鑑如（2021）臺灣幼兒電子產品的使用及對兒童發展的影響：臺灣幼兒發展調查資料庫之運用。教育心理學報，53（2），257-284。
葉光輝（2002）。父母的後設情緒理念類型及測量。見胡台麗、許木柱、葉光輝（主編）：《情感、情緒與文化》。台北：中央研究院民族學研究所。
葉政長（2012）。家庭情緒表達、父母後設情緒理念與幼兒情緒調節之相關研究。﹝碩士論文。輔仁大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/yuw4ac。
廖佩君（2021）。學齡前超時使用電子螢幕產品的個案研究: 幼兒園和國小一年級的社會適應，〔碩士論文，國立台中教育大學〕。取自http://210.240.188.238/handle/987654321/16792
廖珮吟（2022）。學齡前幼兒家長正念教養、後設情緒理念與幼兒情緒調節能力關係之研究。﹝碩士論文。國立屏東大學﹞。取自https://hdl.handle.net/11296/48htw9
劉奕蘭、童懿辰（2021）以動態系統取向探討母親後設情緒理念、母子情緒互動彈性與青少年內、外向問題行為之關聯。教育心理學報，52（4），963-984。
親子天下（2021）。最新調查：近5成孩子學齡前接觸3C與網路 9成4家長認為孩子缺乏網路安全知識。取自https://www.parenting.com.tw/article/5079096
親子天下（2022）。師大研究：3歲兒每日平均用3C超過2小時、影響發展 專家籲以親子共讀取代。取自https://www.parenting.com.tw/article/5092408
賴俐雯、金瑞芝（2011）父親後設情緒理念與幼兒情緒表達關係-以生氣情緒為例。應用心理研究，（51），41-77。
簡淑真、郭李宗文（2006）。幼托整合後幼兒園教保活動綱要及能力指標：情緒領域期中報告。教育部委託專案研究報告。
顏嘉辰、翟敏如（2016）。情緒言談共讀技巧介入訓練對幼兒情緒認知及情緒調節能力之影響。教育心理學報，48（1）， 113-132。
魏美惠、莊淑媛（2016）。滑世代幼兒使用 3C 產品及其行為表現與學習態度之研究。資訊科學應用期刊，8（2）。
Bailey, C. S., Denham, S. A., & Curby, T. W. (2013). Questioning as a component of scaffolding in predicting emotion knowledge in preschoolers. Early Child Development and Care, 183(2), 265–279. https://doi.org/10.1080/03004430.2012.671815
Barr, R., & Linebarger, D. L. (2017). Media Exposure During Infancy and Early Childhood: The Effect of Content and Context on Learning and Development. New York, NY: Springer.
Becerra, R., Preece, D. A., & Gross, J. J. (2020). Assessing beliefs about emotions: Development and validation of the Emotion Beliefs Questionnaire. PloS one, 15(4), e0231395. https://doi.org/10.1371/journal.pone.0231395
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606. https://doi.org/10.1037/0033-2909.88.3.588
Blasi, M. D., Giardina, A., Giordano, C., Coco, G. L., Tosto, C., Billieux, J., & Schimmenti, A. (2019). Problematic video game use as an emotional coping strategy: Evidence from a sample of MMORPG gamers. Journal of behavioral addictions, 8(1), 25–34. https://doi.org/10.1556/2006.8.2019.02
Brackett, M. A., & Rivers, S. E. (2014). Transforming students' lives with social and emotional learning. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 368–388). Routledge/Taylor & Francis Group.
CASEL（2020）。CASEL’S SEL Framework- What Are the Core Competence Areas and Where Are They Promoted?。From https://casel.org/casel-sel-framework-11-2020/
Chan, M., Williams, A. I., Teng, Y. P. T., & Zhou, Q. (2022). Links between Parent-Child Emotion Talk and Preschoolers’ Socioemotional Behaviors in Chinese-Heritage Families. Early Education and Development, 34(2), 366–386. https://doi.org/10.1080/10409289.2022.2048347
Chan, R. F.-Y., Qiu, C., & Shum, K. K.-m. (2021). Tuning in to kids: A randomized controlled trial of an emotion coaching parenting program for Chinese parents in Hong Kong.Developmental Psychology, 57(11), 1796–1809. https://doi.org/10.1037/dev0001258
Chan, S. M., Bowes, J., & Wyver, S. (2009). Parenting style as a context for emotion socialization. Early Education and Development, 20(4), 631–656. https://doi.org/10.1080/10409280802541973
Ciarrochi, J., Wilson, C. J., Deane, F. P., & Rickwood, D. (2003). Do difficulties with emotions inhibit help-seeking in adolescence? The role of age and emotional competence in predicting help-seeking intentions. Counselling Psychology Quarterly, 16(2), 103–120. https://doi.org/10.1080/0951507031000152632
Cole, P.M., Martin, S.E. and Dennis, T.A. (2004), Emotion Regulation as a Scientific Construct: Methodological Challenges and Directions for Child Development Research. Child Development, 75, 317-333. https://doi.org/10.1111/j.1467-8624.2004.00673.x
Colle, L., & Del Giudice, M. (2011). Patterns of attachment and emotional competence in middle childhood. Social Development, 20(1), 51–72. https://doi.org/10.1111/j.1467-9507.2010.00576.x
Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological bulletin, 143(9), 939–991. https://doi.org/10.1037/bul0000110
Coyne, S. M., Shawcroft, J., Gale, M., Gentile, D. A., Etherington, J. T., Holmgren, H., & Stockdale, L. (2021). Tantrums, toddlers and technology: Temperament, media emotion regulation, and problematic media use in early childhood. Computers in Human Behavior, 120, 106762. https://doi.org/10.1016/j.chb.2021.106762
Danet, M., Miller, A. L., Weeks, H. M., Kaciroti, N., & Radesky, J. S. (2022). Children aged 3-4 years were more likely to be given mobile devices for calming purposes if they had weaker overall executive functioning. Acta paediatrica (Oslo, Norway : 1992), 111(7), 1383–1389. https://doi.org/10.1111/apa.16314
Daniel, S. K., Abdel-Baki, R., & Hall, G. B. (2020). The protective effect of emotion regulation on child and adolescent wellbeing. Journal of Child and Family Studies, 29(7), 2010–2027. https://doi.org/10.1007/s10826-020-01731-3
Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement. Educational Review, 68(4), 497–515. https://doi.org/10.1080/00131911.2016.1144559
Dollar, J. M., & Stifter, C. A. (2012). Temperamental surgency and emotion regulation as predictors of childhood social competence. Journal of Experimental Child Psychology, 112(2), 178–194. https://doi.org/10.1016/j.jecp.2012.02.004
Eisenberg, N. and Spinrad, T.L. (2004), Emotion-Related Regulation: Sharpening the Definition. Child Development, 75, 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.x
Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental Socialization of Emotion. Psychological inquiry, 9(4), 241–273. https://doi.org/10.1207/s15327965pli0904_1
Eisenberg, N., Fabes, R. A., & Murphy, B. C. (1996). Parents’ Reactions to Children’s Negative Emotions: Relations to Children’s Social Competence and Comforting Behavior. Child Development, 67(5), 2227–2247. https://doi.org/10.2307/1131620
Elhai, J. D., Levine, J. C., Dvorak, R. D., & Hall, B. J. (2016). Fear of missing out, need for touch, anxiety and depression are related to problematic smartphone use. Computers in Human Behavior, 63, 509-516. https://doi.org/10.1016/j.chb.2016.05.079
Elhai, J. D., Rozgonjuk, D., Yildirim, C., Alghraibeh, A. M., & Alafnan, A. A. (2019). Worry and anger are associated with latent classes of problematic smartphone use severity among college students. Journal of Affective Disorders, 246, 209-216. https://doi.org/10.1016/j.jad.2018.12.047
Elhai, J. D., Tiamiyu, M. F., Weeks, J. W., Levine, J. C., Picard, K. J., & Hall, B. J. (2018). Depression and emotion regulation predict objective smartphone use measured over one week. Personality and Individual Differences, 133, 21-28.
Ellis, B. H., Alisic, E., Reiss, A., Dishion, T., & Fisher, P. A. (2014). Emotion Regulation Among Preschoolers on a Continuum of Risk: The Role of Maternal Emotion Coaching. Journal of child and family studies, 23(6), 965–974. https://doi.org/10.1007/s10826-013-9752-z
England-Mason, G., & Gonzalez, A. (2020). Intervening to shape children’s emotion regulation: A review of emotion socialization parenting programs for young children. Emotion, 20(1), 98–104. https://doi.org/10.1037/emo0000638
Feeney, K. E., Morris, S. S. J., DiMarzio, K., Lobo, R. P., Schmarder, K., Susana, G., & Musser, E. D. (2023). 32 Effects of Emotion Regulation and Emotional Lability/Negativity on Academic Achievement Among Youth With and Without ADHD. Journal of the International Neuropsychological Society, 29(s1), 821–822. doi:10.1017/S1355617723010184
Ford, B. Q., & Gross, J. J. (2019). Why beliefs about emotion matter: An emotion-regulation perspective. Current Directions in Psychological Science, 28(1), 74–81. https://doi.org/10.1177/0963721418806697
Fortes, A.B., Broilo, P.L. & Lisboa, C.S.d. Smartphone Use and Psychological Well-being: the Moderating Role of Emotion Regulation. Trends in Psychol. 29, 189–203 (2021). https://doi.org/10.1007/s43076-020-00051-1
Friedlmeier, W., Corapci, F., & Cole, P. M. (2011). Emotion socialization in cross-cultural perspective. Social and Personality Psychology Compass, 5(7), 410–427. https://doi.org/10.1111/j.1751-9004.2011.00362.x
Garner, P. W., Dunsmore, J. C., & Southam-Gerrow, M. (2008). Mother–Child Conversations about Emotions: Linkages to Child Aggression and Prosocial Behavior. Social Development, 17(2), 259–277. https://doi.org/10.1111/j.1467-9507.2007.00424.x
Geng, Z., Zeng, B., & Guo, L. (2023). Associations between behavioral, cognitive, and emotional self-regulation and academic and social outcomes among Chinese children: A meta-analysis. Educational Psychology Review, 36(1), Article 4. https://doi.org/10.1007/s10648-023-09840-3
Gentzler, A. L., Contreras-Grau, J. M., Kerns, K. A., & Weimer, B. L. (2005). Parent-child emotional communication and children's coping in middle childhood. Social Development, 14(4), 591–612. https://doi.org/10.1111/j.1467-9507.2005.00319.x
Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
Gordon-Hacker, A., & Gueron-Sela, N. (2020). Maternal Use of Media to Regulate Child Distress: A Double-Edged Sword? Longitudinal Links to Toddlers' Negative Emotionality. Cyberpsychology, behavior and social networking, 23(6), 400–405. https://doi.org/10.1089/cyber.2019.0487
Gottman, J. M., & De Claire, J. (1997). Raising an Emotionally Intelligent Child: The Heart of Parenting. New York: Simon & Schuster.
Gottman, J. M., Katz, L. F., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), 243–268. https://doi.org/10.1037/0893-3200.10.3.243
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The Role of Emotion Regulation and Children's Early Academic Success. Journal of school psychology, 45(1), 3–19. https://doi.org/10.1016/j.jsp.2006.09.002
Gross, J. J. (1999). Emotion and emotion regulation. Handbook of personality: Theory and research, 2, 525-552.
Gülay Ogelman, H., & Fetihi, L. (2021). Examination of the relationship between emotional regulation strategies of 5-year-old children and their peer relationships. Early Child Development and Care, 191(1), 49–57. https://doi.org/10.1080/03004430.2019.1600513
Gutentag, T., Halperin, E., Porat, R., Bigman, Y. E., & Tamir, M. (2016). Successful emotion regulation requires both conviction and skill: beliefs about the controllability of emotions, reappraisal, and regulation success. Cognition and Emotion, 31(6), 1225–1233. https://doi.org/10.1080/02699931.2016.1213704
Hakim-Larson, J., Parker, A., Lee, C., Goodwin, J., & Voelker, S. (2006). Measuring Parental Meta-Emotion: Psychometric Properties of the Emotion-Related Parenting Styles Self-Test. Early Education and Development, 17(2), 229–251. https://doi.org/10.1207/s15566935eed1702_2
Halberstadt, A. G., Dunsmore, J. C., Bryant, A., Parker, A. E., Beale, K. S., & Thompson, J. A. (2013). Development and validation of the Parents' Beliefs About Children's Emotions Questionnaire. Psychological assessment, 25(4), 1195–1210. https://doi.org/10.1037/a0033695
Halberstadt, A.G., Thompson, J.A., Parker, A.E. and Dunsmore, J.C. (2008), Parents' emotion-related beliefs and behaviours in relation to children's coping with the 11 September 2001 terrorist attacks. Inf. Child Develop., 17: 557-580. https://doi.org/10.1002/icd.569
Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C., Efron, D., & Prior, M. R. (2013). "Tuning into Kids": reducing young children's behavior problems using an emotion coaching parenting program. Child psychiatry and human development, 44(2), 247–264. https://doi.org/10.1007/s10578-012-0322-1
Hill, A. L., Degnan, K. A., Calkins, S. D., & Keane, S. P. (2006). Profiles of externalizing behavior problems for boys and girls across preschool: the roles of emotion regulation and inattention. Developmental psychology, 42(5), 913–928. https://doi.org/10.1037/0012-1649.42.5.913
Hoffner, C. A., & Lee, S. (2015). Mobile Phone Use, Emotion Regulation, and Well-Being. Cyberpsychology, Behavior, and Social Networking, 18(7), 411–416. https://doi:10.1089/cyber.2014.0487
Houltberg, B. J., Henry, C. S., & Morris, A. S. (2012). Family interactions, exposure to violence, and emotion regulation: Perceptions of children and early adolescents at risk. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 61(2), 283–296. https://doi.org/10.1111/j.1741-3729.2011.00699.x
Huwaë, S., & Schaafsma, J. (2018). Cross-cultural differences in emotion suppression in everyday interactions. International journal of psychology : Journal international de psychologie, 53(3), 176–183. https://doi.org/10.1002/ijop.12283
Jolliffe, D., & Farrington, D. P. (2006). Development and validation of the Basic Empathy Scale. Journal of adolescence, 29(4), 589–611. https://doi.org/10.1016/j.adolescence.2005.08.010
Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L., Jr (2015). Exposure and Use of Mobile Media Devices by Young Children. Pediatrics, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151
Katz E., Blumler J. G., Gurevitch M. (1973). Uses and gratifications research. Public Opinion Quarterly, 37, 509–523. https://doi.org/10.1086/268109
Kiel, E. J., & Kalomiris, A. E. (2015). Current Themes in Understanding Children's Emotion Regulation as Developing from within the Parent-Child Relationship. Current opinion in psychology, 3, 11–16. https://doi.org/10.1016/j.copsyc.2015.01.006
Leaberry, K.D., Walerius, D.M., Rosen, P.J., Fogleman, N.D. (2020). Emotional Lability. In: Zeigler-Hill, V., Shackelford, T.K. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-24612-3_510
Lozada, F. T., Halberstadt, A. G., Craig, A. B., Dennis, P. A., & Dunsmore, J. C. (2016). Parents’ beliefs about children’s emotions and parents’ emotion-related conversations with their children. Journal of Child and Family Studies, 25(5), 1525–1538. https://doi.org/10.1007/s10826-015-0325-1
MacKinnon, D. P., Krull, J. L., & Lockwood, C. M. (2000). Equivalence of the mediation, confounding and suppression effect. Prevention science : the official journal of the Society for Prevention Research, 1(4), 173–181. https://doi.org/10.1023/a:1026595011371
Maire, J., Galéra, C., Meyer, E., Salla, J., & Michel, G. (2017). Is emotional lability a marker for attention deficit hyperactivity disorder, anxiety and aggression symptoms in preschoolers?. Child and adolescent mental health, 22(2), 77–83. https://doi.org/10.1111/camh.12168
McDaniel, B. T., & Coyne, S. M. (2016). “Technoference”: The interference of technology in couple relationships and implications for women’s personal and relational well-being. Psychology of Popular Media Culture, 5(1), 85–98. https://doi.org/10.1037/ppm0000065
McDonald, R. P., & Ho, M. H. (2002). Principles and practice in reporting structural equation analyses. Psychological methods, 7(1), 64–82. https://doi.org/10.1037/1082-989x.7.1.64
McDougall, W. (1923). Outline of psychology. New York, NY: Scribner.
Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102(2), 246–268. https://doi.org/10.1037/0033-295X.102.2.246
Monsoon, A. D., Preece, D. A., & Becerra, R. (2022). Control and acceptance beliefs about emotions: Associations with psychological distress and the mediating role of emotion regulation flexibility. Australian Psychologist, 57(4), 236–248. https://doi.org/10.1080/00050067.2022.2089542
Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233–238. https://doi.org/10.1111/cdep.12238
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The Role of the Family Context in the Development of Emotion Regulation. Social development (Oxford, England), 16(2), 361–388. https://doi.org/10.1111/j.1467-9507.2007.00389.x
Morris, A. S., Silk, J. S., Steinberg, L., Terranova, A. M., & Kithakye, M. (2010). Concurrent and longitudinal links between children’s externalizing behavior in school and observed anger regulation in the mother–child dyad. Journal of Psychopathology and Behavioral Assessment, 32(1), 48–56. https://doi.org/10.1007/s10862-009-9166-9
Myrick, J. G. (2015). Emotion regulation, procrastination, and watching cat videos online: Who watches internet cats, why, and to what effect? Computers in Human Behavior, 52, 168–176. https://doi.org/10.1016/j.chb.2015.06.001
Oflu, A., Tezol, O., Yalcin, S., Yildiz, D., Caylan, N., Ozdemir, D. F., Cicek, S., & Nergiz, M. E. (2021). Excessive screen time is associated with emotional lability in preschool children. El uso excesivo de pantallas está asociado con labilidad emocional en niños preescolares. Archivos argentinos de pediatria, 119(2), 106–113. https://doi.org/10.5546/aap.2021.eng.106
Park, K. M., & Woo, N. H. (1997). Relationship between problem solving ability and emotional stability in preschool children. Korean Journal of Child Studies, 18(2), 267-282.
Parker, A. E., Halberstadt, A. G., Dunsmore, J. C., Townley, G., Bryant, A., Thompson, J. A., & Beale, K. S. (2012). "Emotions are a window into one's heart": A qualitative analysis of parental beliefs about children's emotions across three ethnic groups: V. Discussion. Monographs of the Society for Research in Child Development, 77(3), 81–106. https://doi.org/10.1111/j.1540-5834.2012.00681.x
Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior. The American psychologist, 44(2), 329–335. https://doi.org/10.1037//0003-066x.44.2.329
Petrova, K., Zielke, J. N., Mehta, A., & Gross, J. J. (2024). Occurrent beliefs about emotions predict emotion regulation in everyday life. Emotion, 24(4), 992–1002. https://doi.org/10.1037/emo0001317
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879
Preece, D. A., Hasking, P., Boyes, M., Clarke, P., Kiekens, G., Myin-Germeys, I., Notebaert, L., & Gross, J. J. (2022). Emotion generation and emotion regulation: The role of emotion beliefs. Journal of Affective Disorders Reports, 9, Article 100351. https://doi.org/10.1016/j.jadr.2022.100351
Radesky, J. S., Peacock-Chambers, E., Zuckerman, B., & Silverstein, M. (2016). Use of Mobile Technology to Calm Upset Children: Associations With Social-Emotional Development. JAMA pediatrics, 170(4), 397–399. https://doi.org/10.1001/jamapediatrics.2015.4260
Radesky, J. S., Weeks, H. M., Ball, R., Schaller, A., Yeo, S., Durnez, J., Tamayo-Rios, M., Epstein, M., Kirkorian, H., Coyne, S., & Barr, R. (2020). Young Children's Use of Smartphones and Tablets. Pediatrics, 146(1), e20193518. https://doi.org/10.1542/peds.2019-3518
Raval, V. V., & Martini, T. S. (2009). Maternal socialization of children's anger, sadness, and physical pain in two communities in Gujarat, India. International Journal of Behavioral Development, 33(3), 215–229. https://doi.org/10.1177/0165025408098022
Roberts, M. Z., Flagg, A. M., & Lin, B. (2022). Context matters: How smartphone (mis)use may disrupt early emotion regulation development. New Ideas in Psychology, 64, Article 100919. https://doi.org/10.1016/j.newideapsych.2021.100919
Rozgonjuk, D., & Elhai, J. D. (2021). Emotion regulation in relation to smartphone use: Process smartphone use mediates the association between expressive suppression and problematic smartphone use. Curr Psychol, 40, 3246–3255. https://doi.org/10.1007/s12144-019-00271-4
Saarni, C. (1999a). The development of emotional competence. Guilford Press.
Saarni, C.I. (1999b). A Skill-Based Model of Emotional Competence: A Developmental Perspective.
Sala, M. N., Pons, F., & Molina, P. (2014). Emotion regulation strategies in preschool children. The British journal of developmental psychology, 32(4), 440–453. https://doi.org/10.1111/bjdp.12055
Sands, M., Garbacz, A., & Isaacowitz, D. M. (2016). Just change the channel? Studying effects of age on emotion regulation using a TV watching paradigm. Social psychological and personality science, 7(8), 788–795. https://doi.org/10.1177/1948550616660593
Shek, D. & Ma, C. (2016). Emotional competence: a key leadership competence for university students. International Journal on Disability and Human Development, 15(2), 127-134. https://doi.org/10.1515/ijdhd-2016-0701
Shi, Y., Koval, P., Kostakos, V., Goncalves, J., & Wadley, G. (2023). “Instant Happiness”: Smartphones as tools for everyday emotion regulation. International Journal of Human-Computer Studies, 170, 1–14. https://doi.org/10.1016/j.ijhcs.2022.102958
Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale. Developmental psychology, 33(6), 906–916. https://doi.org/10.1037//0012-1649.33.6.906
Sigel, I. E., & McGillicuddy-De Lisi, A. V. (2002). Parent beliefs are cognitions: The dynamic belief systems model. In M. H. Bornstein (Ed), Handbook of parenting: Vol. 3: Being and becoming a parent (2nd ed., pp. 485–508). Mahwah, NJ: Erlbaum.
Simon, P., & Nader-Grosbois, N. (2021). Preschoolers' empathy profiles and their social adjustment. Frontiers in Psychology, 12, Article 782500. https://doi.org/10.3389/fpsyg.2021.782500
Smith, W., Wadley, G., Webber, S.E., Tag, B., Kostakos, V., Koval, P., & Gross, J.J. (2022). Digital Emotion Regulation in Everyday Life. Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems.
Sohn, S. Y., Rees, P., Wildridge, B., Kalk, N. J., & Carter, B. (2019). Prevalence of problematic smartphone usage and associated mental health outcomes amongst children and young people: a systematic review, meta-analysis and GRADE of the evidence. BMC psychiatry, 19(1), 356. https://doi.org/10.1186/s12888-019-2350-x
Tan, L., Smith, C. L., & Dunsmore, J. C. (2023). Validation of a Chinese translation of the Parents’ Beliefs About Children’s Emotions questionnaire and measurement invariance across Chinese and US mothers. Current Psychology, 42(16), 13486-13496. https://doi.org/10.1007/s12144-021-02614-6
Tao, A., Zhou, Q., & Wang, Y. (2010). Parental reactions to children's negative emotions: prospective relations to Chinese children's psychological adjustment. Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43), 24(2), 135–144. https://doi.org/10.1037/a0018974
Thompson, R. A. (1991). Emotional regulation and emotional development. Educational psychology review, 3(4), 269-307. https://doi.org/10.1007/BF01319934
Thompson R. A. (1994). Emotion regulation: a theme in search of definition. Monographs of the Society for Research in Child Development, 59(2-3), 25–52.
Tsotsi, S., & Yang, Y. (2022). Master Your Feelings: Emotional Competence in Early Childhood Parent-Related Antecedents and Child Outcomes. In Early Childhood Development and Education in Singapore (pp. 217-240). Springer, Singapore. https://doi.org/10.1007/978-981-16-7405-1_11
Tullett, A. M., & Plaks, J. E. (2016). Testing the Link Between Empathy and Lay Theories of Happiness. Personality and Social Psychology Bulletin, 42(11), 1505-1521. https://doi.org/10.1177/0146167216665092
Wadley, G., Smith, W., Koval, P., & Gross, J. J. (2020). Digital Emotion Regulation. Current Directions in Psychological Science, 29(4), 412-418. https://doi.org/10.1177/0963721420920592
Wang, C., Qian, H., Li, H., & Wu, D. (2023). The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review. Frontiers in psychology, 14, 1049102. https://doi.org/10.3389/fpsyg.2023.1049102
Wang Q. (2006). Relations of maternal style and child self-concept to autobiographical memories in chinese, chinese immigrant, and European american 3-year-olds. Child development, 77(6), 1794–1809. https://doi.org/10.1111/j.1467-8624.2006.00974.x
Waters, S. F., & Thompson, R. A. (2014). Children's perceptions of the effectiveness of strategies for regulating anger and sadness. International Journal of Behavioral Development, 38(2), 174–181. https://doi.org/10.1177/0165025413515410
Willroth, E. C., Young, G., Tamir, M., & Mauss, I. B. (2023). Judging emotions as good or bad: Individual differences and associations with psychological health. Emotion (Washington, D.C.), 23(7), 1876–1890. https://doi.org/10.1037/emo0001220
Wolfers, L. N., & Schneider, F. M. (2021). Using media for coping: A scoping review. Communication Research, 48(8), 1210-1234. https://doi.org/10.31234/osf.io/3ds84
Wu, Q., Feng, X., Hooper, E. G., Gerhardt, M., Ku, S., & Chan, M. H. M. (2019). Mother's emotion coaching and preschooler's emotionality: Moderation by maternal parenting stress. Journal of Applied Developmental Psychology, 65, 101066.101066, https://doi.org/10.1016/j
Yang, Y. S., Yen, J. Y., Ko, C. H., Cheng, C. P., & Yen, C. F. (2010). The association between problematic cellular phone use and risky behaviors and low self-esteem among Taiwanese adolescents. BMC public health, 10, 217. https://doi.org/10.1186/1471-2458-10-217
Yap, M. B. H., Allen, N. B., Leve, C., & Katz, L. F. (2008). Maternal meta-emotion philosophy and socialization of adolescent affect: The moderating role of adolescent temperament. Journal of Family Psychology, 22(5), 688–700. https://doi.org/10.1037/a0013104
Zhao, X., Lynch, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and Truths about Mediation Analysis. Journal of Consumer Research, 37, 197-206. https://doi.org/10.1086/651257
Zimmermann, P., & Iwanski, A. (2014). Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations. International Journal of Behavioral Development, 38(2), 182–194. https://doi.org/10.1177/0165025413515405