Abstract：
BACKGROUND: Developmental research suggests that children learn to regulate their emotions and behavior through a process of emotion socialization. The main body of literature is based on samples from the United States, and very little is known about the socialization of emotions in Nordic settings.
OBJECTIVE: The current study aimed to explore associations between mothers\' and fathers\' reactions to children\'s negative emotions and externalizing behavior problems in a Nordic cultural context, and to explore gender differences in these associations.
METHODS: Parent-report data on the Coping with Children\'s Negative Emotions Scale (CCNES) and the Eyberg Child Behavior Inventory 6 (ECBI) was collected in a large sample of Norwegian preschool-aged children (mothers, n = 242; fathers, n = 183; N = 257; M = 54 months, SD = 4.54; 49% boys). Teacher-report data was collected using the Strengths and Difficulties Questionnaire (SDQ) conduct scale (n = 117).
RESULTS: Both parents\' supportive and non-supportive reactions were associated with child externalizing difficulties in expected directions as evidenced by path models, controlling for socioeconomic status and age. A pattern emerged in which non-supportive reactions to a greater extent predicted an increase in externalizing problems in girls, and supportive reactions predicted lower levels of externalizing problems in boys.
CONCLUSIONS: Our findings supported the basic assumptions of emotion socialization theory in a Nordic cultural context in which parental supportive and non-supportive responses are related to child externalizing difficulties. Nordic parents are important socialization agents for their children, but their behaviors had a differential effect on boys\' and girls\' externalizing behavior problems.
OBJECTIVE: The current study aimed to explore associations between mothers\' and fathers\' reactions to children\'s negative emotions and externalizing behavior problems in a Nordic cultural context, and to explore gender differences in these associations.
METHODS: Parent-report data on the Coping with Children\'s Negative Emotions Scale (CCNES) and the Eyberg Child Behavior Inventory 6 (ECBI) was collected in a large sample of Norwegian preschool-aged children (mothers, n = 242; fathers, n = 183; N = 257; M = 54 months, SD = 4.54; 49% boys). Teacher-report data was collected using the Strengths and Difficulties Questionnaire (SDQ) conduct scale (n = 117).
RESULTS: Both parents\' supportive and non-supportive reactions were associated with child externalizing difficulties in expected directions as evidenced by path models, controlling for socioeconomic status and age. A pattern emerged in which non-supportive reactions to a greater extent predicted an increase in externalizing problems in girls, and supportive reactions predicted lower levels of externalizing problems in boys.
CONCLUSIONS: Our findings supported the basic assumptions of emotion socialization theory in a Nordic cultural context in which parental supportive and non-supportive responses are related to child externalizing difficulties. Nordic parents are important socialization agents for their children, but their behaviors had a differential effect on boys\' and girls\' externalizing behavior problems.
摘要：
背景：发展研究表明，儿童学会通过情绪社会化过程来调节自己的情绪和行为。文献的主体是基于来自美国的样本，人们对北欧环境中情感的社会化知之甚少。
目的：本研究旨在探讨在北欧文化背景下，母亲和父亲对儿童负面情绪和外化行为问题的反应之间的关联。并探讨这些关联中的性别差异。
方法：在挪威学龄前儿童（母亲，n=242；父亲，n=183；N=257；M=54个月，SD=4.54；男孩占49％）。使用优势和困难问卷（SDQ）行为量表（n=117）收集教师报告数据。
结果：父母的支持性和非支持性反应都与儿童在预期方向上的外部化困难有关，如路径模型所证明的那样，控制社会经济地位和年龄。出现了一种模式，在这种模式中，非支持性反应在更大程度上预测女孩的外部化问题会增加，支持性反应预测男孩的外化问题水平较低。
结论：我们的发现支持了北欧文化背景下情感社会化理论的基本假设，在北欧文化背景下，父母的支持性和非支持性反应与儿童外化困难有关。北欧父母是孩子重要的社会化代理人，但是他们的行为对男孩和女孩外化行为问题有不同的影响。
目的：本研究旨在探讨在北欧文化背景下，母亲和父亲对儿童负面情绪和外化行为问题的反应之间的关联。并探讨这些关联中的性别差异。
方法：在挪威学龄前儿童（母亲，n=242；父亲，n=183；N=257；M=54个月，SD=4.54；男孩占49％）。使用优势和困难问卷（SDQ）行为量表（n=117）收集教师报告数据。
结果：父母的支持性和非支持性反应都与儿童在预期方向上的外部化困难有关，如路径模型所证明的那样，控制社会经济地位和年龄。出现了一种模式，在这种模式中，非支持性反应在更大程度上预测女孩的外部化问题会增加，支持性反应预测男孩的外化问题水平较低。
结论：我们的发现支持了北欧文化背景下情感社会化理论的基本假设，在北欧文化背景下，父母的支持性和非支持性反应与儿童外化困难有关。北欧父母是孩子重要的社会化代理人，但是他们的行为对男孩和女孩外化行为问题有不同的影响。
