ERA

Download the full-sized PDF of Examining Mothers', Fathers' and Preschool Aged Children's Use of Internal State Language Within Emotion-Focused ConversationsDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R3VX06H23

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Graduate Studies and Research, Faculty of

Collections

This file is in the following collections:

Theses and Dissertations

Examining Mothers', Fathers' and Preschool Aged Children's Use of Internal State Language Within Emotion-Focused Conversations Open Access

Descriptions

Other title
Subject/Keyword
Internal State Language
Preschool Aged Children
Parent-child Interactions
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Martinovich, Vincenza VA
Supervisor and department
Rinaldi, Christina (Educational Psychology)
Examining committee member and department
Rinaldi, Christina (Educational Psychology)
Daniels, Lia (Educational Psychology)
Gierl, Mark (Educational Psychology)
Department
Department of Educational Psychology
Specialization
School and Clinical Child Psychology
Date accepted
2017-07-25T13:15:51Z
Graduation date
2017-11:Fall 2017
Degree
Master of Education
Degree level
Master's
Abstract
This study examined mothers’ and fathers’ use of internal state language (ISL) within the context of an emotion-focused task with their preschool aged children. Parental differences in ISL were analyzed, as well as whether or not mothers and fathers differentiated their use of ISL depending on their perception of their child’s internalizing and externalizing difficulties. Children’s use of ISL was also examined in relation to their social-emotional functioning, as reported by their parents. Forty, two parent families and their children (20 boys, 20 girls, 3.5 – 5 years old, mean age = 4.4 years) were asked to discuss 12 cards with pictures of children’s facial expressions. Each child was videotaped in their home completing this Emotions Task once with each parent, and parent-child conversations were later transcribed and coded for type and function of ISL. Mothers and fathers also completed the Behaviour Assessment System for Children (BASC-II), providing a measure of their child’s internalizing and externalizing difficulties. Results indicated no significant differences between mothers’ and fathers’ use of ISL, nor any significant differences between males and females. While neither parent was found to differentially employ ISL depending on their perception of their child’s social-emotional functioning, the type of ISL utilized by children during conversations with their mothers was predictive of their internalizing and externalizing difficulties. Findings are discussed in relation to previous research on the development of children’s emotion knowledge and use of ISL within early childhood. Future directions, limitations, as well as implications for educators, parents, and practitioners are also presented.
Language
English
DOI
doi:10.7939/R3VX06H23
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
Citation for previous publication

File Details

Date Uploaded
Date Modified
2017-07-25T19:15:52.913+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (PDF/A)
Mime type: application/pdf
File size: 1265745
Last modified: 2017:11:08 17:36:15-07:00
Filename: Martinovich_Vincenza_VA_201707_MEd.pdf
Original checksum: 8e54385a4ad9caeb8ef397c97b5a3f3f
Activity of users you follow
User Activity Date