Abstract
Abstract Mothers’ and fathers’ conceptualizations of joy, sadness, anger, fear, pride and shame were assessed. Their beliefs regarding the importance of children’s manifestation of those emotions and the connection with the profiles of autonomy, relatedness and related-autonomy were also assessed. Sixty mother- father dyads with children up to three years old participated in the study. Questionnaires of parents’ conceptualizations of emotions were used. Most participants considered joy an important emotion to be manifested by children of their kids’ age (with an individual character motivation). However, anger, pride and shame were associated with older children. Mothers’ and fathers’ conceptualizations and beliefs were not divergent. The autonomous-related self model correlated positively with the importance mothers and parents attributed to all studied emotions.
Highlights
Mothers’ and fathers’ conceptualizations of joy, sadness, anger, fear, pride and shame were assessed
A chi-square test of goodness of fit was used in order to assess if that prevalence had a statistical significance for each emotion
The category Physical or psychological state with focus on the self showed the greatest frequency of evoked responses from mothers and fathers regarding conceptualizations of the basic emotions investigated in this study, while for pride and shame, mothers’ and fathers’ speeches concentrated on evocations that did not conform to any of the defined categories
Summary
Mothers’ and fathers’ conceptualizations of joy, sadness, anger, fear, pride and shame were assessed Their beliefs regarding the importance of children’s manifestation of those emotions and the connection with the profiles of autonomy, relatedness and related-autonomy were assessed. The way mothers, fathers and other caretakers understand child’s development dynamic and the meaning they attribute to her behavior are shared by the social group they belong to, and shaped by individual peculiarities. Such conceptualizations vary in historical time and according to cultural specificities. DMLF Mendes & DO Ramos functions for the organization of human development and social relatioships” (Harkness et al, 2000, p. 23), or the parental ethnotheories (Harkness & Super, 1996), act as filters making the intermediation between cultural model and child development (Keller, 2007, 2016)
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