Linguistic indirectness in parent–preschooler reminiscing about emotion-related events: Links with emotion regulation and psychosocial adjustment

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dc.contributor.authorHernandez, Erika
dc.contributor.authorCarmichael, Katie
dc.contributor.authorKılıç, Şükran
dc.contributor.authorDunsmore, Julie C.
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T08:26:22Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T08:26:22Z
dc.date.issued2019
dc.departmentEğitim Fakültesi
dc.description.abstractThe concept of linguistic indirectness is well established within the field of pragmatics, in which it has been observed that speakers express ideas directly and indirectly. We integrated the analysis of linguistic directness and indirectness with the examination of two established measures of parental emotion socialization through reminiscing: elaboration and emotion explanations. We examined the unique associations of parents’ direct and indirect elaboration and emotion explanations with preschoolers’ emotion regulation and psychosocial adjustment. Participants were 55 parent–preschooler dyads (31 girls, 24 boys). The dyads reminisced about positive and negative events. Conversations were coded for parental elaboration, parental use of emotion explanations, and parental linguistic directness and indirectness. Children's emotion regulation was observed during standard tasks, and teachers reported on children's psychosocial adjustment. Multivariate regressions including direct elaboration and direct emotion explanations indicated that parents who engaged in more indirect elaboration when discussing positive events had children with worse emotion regulation. Parents who used indirect emotion explanations when discussing positive events had children with better psychosocial adjustment. Parents’ indirect speech during negative event discussions was not related to child outcomes. The results suggest differential functions for indirect elaboration and indirect emotion explanations in relation to children's social outcomes, and support the utility of examining linguistic indirectness. © 2018 John Wiley & Sons Ltd
dc.identifier.doi10.1111/sode.12345
dc.identifier.issn0961-205X
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://dx.doi.org/10.1111/sode.12345
dc.identifier.urihttps://hdl.handle.net/20.500.12451/3154
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherBlackwell Publishing
dc.relation.ispartofSocial Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectEmotion
dc.subjectEmotion Regulation
dc.subjectParent–Child Communication
dc.subjectPreschool
dc.subjectSocial Competence
dc.titleLinguistic indirectness in parent–preschooler reminiscing about emotion-related events: Links with emotion regulation and psychosocial adjustment
dc.typeArticle

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