Jones, S., Eisenberg, N., Fabes, R. A., & MacKinnon, D. P. (2002). Parents’ Reactions to Elementary School Children’s Negative Emotions: Relations to Social and Emotional Functioning at School. Merrill-Palmer Quarterly, 48, 133-159.
http://dx.doi.org/10.1353/mpq.2002.0007

has been cited by the following article:

• TITLE: How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

  AUTHORS: Stéphanie Mazzone, Nathalie Nader-Grosbois

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

  JOURNAL NAME: Psychology, Vol.7 No.2, February 14, 2016

  ABSTRACT: 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.