These contrasting patterns suggest a potential downside to mothers’ supportiveness of children’s negative emotions for third-grade children’s social adjustment in school.
“It’s not clear if the parents are causing these problems by hovering or providing too much support when less support is needed, if the parents are rightfully providing more support because their children are experiencing these social and emotional problems, or if the children are exhibiting very different emotional and social behaviors at home than they are at school,” said Dr. Vanessa Castro, co-author of the Social Development study.
The findings suggest that is may be helpful for parents to consider other strategies to guide their children to develop their own skills in emotion regulation and social interaction.
Article source: https://www.sciencedaily.com/releases/2017/06/170616102152.htm