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dc.creatorBruedigam, Amanda E
dc.date.available2011-02-18T19:46:02Z
dc.date.issued2004-05
dc.identifier.urihttp://hdl.handle.net/2346/11891en_US
dc.description.abstractPaternal emotion framing was examined for its associations with preschool children's emotion understanding (N= 28). Emotion framing was assessed as fathers and children read a picture book with emotion-laden content, but no printed text. Fathers used the full range of emotion framing (e.g., highly negative, mildly negative, neutral, mildly positive, highly positive) with their children. Mildly positive emotion framing was positively associated with children's emotion understanding, controlling for children's verbal ability. Children's emotional competence also was negatively associated with fathers' use of highly negative emotion framing and highly positive emotion framing. Findings are discussed in terms of the importance of including fathers in research on emotion framing and other parenting practices.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectChildrenen_US
dc.subjectEmotional intelligenceen_US
dc.subjectMen -- Psychologyen_US
dc.subjectFathers -- Family relationshipsen_US
dc.titleFathers' emotion framing and children's emotional competence
dc.typeThesis
thesis.degree.nameM.S.
thesis.degree.levelMasters
thesis.degree.disciplineHuman Development
thesis.degree.grantorTexas Tech University
thesis.degree.departmentHuman Development
thesis.degree.departmentHuman Development and Family Studies
dc.degree.departmentHuman Developmenten_US
dc.rights.availabilityUnrestricted.


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