Author(s)

Stéphanie Mazzone^*, Nathalie Nader-Grosbois

Psychological Sciences Research Institute, Chair Baron Frère in Specialized Education, Université Catholique de Louvain, Louvain-la-Neuve, Belgium.

In this study, parents’ reactions to their children’s emotions were investigated as correlates of children’s abilities in Theory of Mind (ToM). 175 parents completed questionnaires about their reactions to their children’s emotions. Children’s ToM abilities were assessed by direct measures and a questionnaire completed by mothers. Inter-parental comparisons and intra-parental inter-actions were explored. The maternal model was significant for children’s ToM-emotions and ToM-thinking. The paternal model was significant for children’s ToM-beliefs. Maternal supportive reactions (SR) to positive emotions were related to children’s ToM-emotions and ToM-thinking. Moreover, maternal non-supportive reactions (NSR) to negative emotions were negatively associated with children’s ToM-thinking. The interaction between paternal SR to children’s positive emotions and a low level of NSR to positive emotions was associated with a high level of ToM-beliefs. The results suggest that exploring the parental gender effect and the combined effects of parental reactions is useful for understanding children’s ToM development.

Socialization of Emotions, Parental Reactions to Children’s Emotions, Theory of Mind, Preschoolers

Mazzone, S. and Nader-Grosbois, N. (2016) How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?. Psychology, 7, 166-179. doi: 10.4236/psych.2016.72019.