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Abstract：
Emotion talk (ET), an emotion socialization practice theorized to promote children\'s emotion understanding and emotion regulation, has been linked to better socioemotional adjustment in diverse samples. Immigrant children face developmentally unique challenges and opportunities related to their multi-lingual and multi-cultural experiences. The present study aimed to identify sociocultural correlates of parent ET in two groups of low-income immigrant families with preschool-age children: Mexican American (MA) and Chinese American (CA) families. In 90 parent-child dyads (child age = 38 to 70 months, 59% girls; 46 Mexican American and 44 Chinese American) recruited from Head Start programs, parents\' (mostly mothers\') ET quality and quantity (i.e., use of emotion words, emotion questions and explanations, and overall elaborateness of ET) were coded from verbal transcripts of a shared picture book reading task. First, we found similarities and differences in ET across the two groups. Both MA and CA parents used emotion words, emotion questions, and emotion reasoning, whereas linking the story to personal emotion experience was infrequent. MA parents used more negative emotion words, emotion reasoning, and engaged in more elaborate ET than CA parents. Second, we examined the unique relations of multiple socio-cultural factors (SES, cultural orientations, parent and child demographics) to parent ET. Parent education and child age were associated positively with emotion questions, income was associated positively with emotion reasoning, and parents\' heritage culture orientation was associated positively with the elaborateness of ET. The findings highlight the need to consider socio-cultural variations in emotion socialization practices when adapting and disseminating socioemotional learning interventions.
摘要：
情感谈话（ET），一种从理论上促进儿童情绪理解和情绪调节的情绪社会化实践，在不同的样本中与更好的社会情绪调节有关。移民儿童面临着与多语言和多文化经历相关的发展独特挑战和机遇。本研究旨在确定两组有学龄前儿童的低收入移民家庭中父母ET的社会文化相关性：墨西哥裔美国人（MA）和华裔美国人（CA）家庭。在90个亲子二元组中(儿童年龄=38至70个月，59%的女孩；46名墨西哥裔美国人和44名美籍华人）从“开始”计划中招募，父母(主要是母亲)ET质量和数量(即，使用情感词，情感问题和解释，ET的整体精致程度）是从共享图画书阅读任务的口头笔录中编码的。首先,我们发现两组ET的异同.MA和CA的父母都使用情感词，情感问题，和情感推理，而将故事与个人情感体验联系起来并不常见。马父母使用更多的负面情绪词，情感推理，从事比CA父母更复杂的ET。第二,我们研究了多种社会文化因素的独特关系(SES，文化取向,父和子人口统计)到父ET。父母教育和孩子年龄与情绪问题呈正相关，收入与情绪推理呈正相关，父母的遗产文化取向与ET的精致性呈正相关。研究结果强调，在适应和传播社会情感学习干预措施时，需要考虑情感社会化实践中的社会文化差异。
