A Review on the Influence of Parental Meta-Emotional Philosophy on Preschool Children's Emotion Regulation
DOI:
https://doi.org/10.54097/ehss.v22i.13244Keywords:
Parental meta-emotion philosophy, emotion regulation.Abstract
Parental meta-emotional philosophy (PMEP), representing parental attitudes towards emotions, significantly shapes preschool children's emotional development. This review examines its impact on emotional regulation (ER). This study analyzes diverse academic literature and recent empirical research to draw precise conclusions. Parents with instructive meta-emotional beliefs positively influence emotional regulation in young children. In contrast, those with dismissive beliefs, influenced by factors like education and gender, harm children's emotional well-being, showing a significant negative correlation with emotional regulation. Parental beliefs about emotional disorders have limited prevalence but exhibit a marked positive association with children's negative emotional regulation. Among prevalent Chinese parental beliefs, emotional non-involvement stands out. While maternal participation is positively correlated with children's low emotional regulation scores, paternal involvement has a negligible impact. These findings highlight the nuanced effects of different parental meta-emotional philosophies on children's emotional regulation, impacting their mental health and social adaptability. This analysis has significant implications for promoting children's mental well-being, enhancing parenting, and raising awareness of children's development.
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