| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 94 === The purpose of this study was to investigate the relation between parental meta-emotion philosophy and children’s emotion regulation competence. The research subjects were 475 50- to 80-month-old children from kindergarten in Tainan, including 216 boys and 259 girls. Parental Meta-Emotion Philosophy Questionnaire was rated by the children’s main caregiver, of whom about eighty percent was the mother. Children’s Behavior Questionnaire (CBQ), including Attention Focusing, Impulsivity, Perceptual Sensitivity, Inhibitory Control, was rated by parents and teachers.
The major finding of this research was that parental meta-emotion philosophy was associated with children’s emotion regulation competence, and different parental meta-emotion philosophy predicted different dimensions of children’s emotion regulation. For those parents who emphasized the philosophy of emotion-coaching, their children had higher scores on attention focusing, perceptual sensitivity and inhibitory control. Parents’ philosophy of emotion-noninvolvement did not affect their children’s emotion regulation, but was negatively correlated with emotion regulation scores. Parents’ emphasized philosophy of emotion-dismissing predicted their children’s higher impulsivity, lower perceptual sensitivity and inhibitory control. Parents characterized by the philosophy of emotion dysfunction had children with less perceptual sensitivity and inhibitory control scores. In addition, children’s emotion regulation showed differences between genders. Girls performed higher scores than boys on attention focusing, perceptual sensitivity and inhibitory control, but not on impulsivity. Furthermore, the results showed parents’ and teachers’ ratings were positively correlated. According to the results, the study suggested the ways which parents and teachers could enhance their emotion awareness and coaching in order to help the emotion regulation of their children.
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