The Relations Between Maternal Meta-Emotion Philosophy, Child Interpersonal Problem Solving, and Peer Competence

Abstract

Objective This study examined the relations between maternal meta-emotion philosophy, child interpersonal problem solving, and peer competence among children aged 4–5 and their mothers and teachers. Methods A total of 54 children from 24 kindergartens were assessed on their interpersonal problem solving and peer competence. Their mothers reported on meta-emotion philosophy. Their teachers were assessed on child peer competence. Results The major findings of this study were as follows. First, maternal meta-emotion philosophy, child interpersonal problem solving, and child peer competence showed positive correlation patterns. Second, child interpersonal problem solving and peer competence was found to be influenced by maternal child-directed meta-emotion philosophy but not by maternal self-directed meta-emotion philosophy. Conclusion Findings highlight the importance of maternal meta-emotion philosophy and that their emotion socialization play a significant role in identifying the mechanisms leading to child social cognitive ability and social adjustment. Furthermore, these results could lead to important basic studies in developing parent/teacher education programs. Keywords: maternal meta-emotion philosophy, interpersonal problem solving ability, peer competence, parent-child emotional relationship