Abstract
Background
Parenting practices have been shown to predict children’s emotional intelligence. The time that mothers and children spend
in joint activity is an important aspect of the parent–child relationship, and it has been found to be influential in different
domains of children’s development. However, it has not been investigated in relation to children’s emotional intelligence.
This is a void in the literature that needs to be filled.
in joint activity is an important aspect of the parent–child relationship, and it has been found to be influential in different
domains of children’s development. However, it has not been investigated in relation to children’s emotional intelligence.
This is a void in the literature that needs to be filled.
Methods
Data was collected for both mothers and children (N = 159) using self-report questionnaires. Correlations between time variables and trait emotional intelligence dimensions
were computed using Pearson’s Product-Moment Correlation Coefficient. Partial correlations between the same variables controlling
for responsive parenting were also computed.
were computed using Pearson’s Product-Moment Correlation Coefficient. Partial correlations between the same variables controlling
for responsive parenting were also computed.
Results
The time mothers and children spent together in different activities correlated with different dimensions of trait emotional
intelligence, even after partialling out the effect of responsive parenting. However, different mother–child joint activities
correlated differently with trait emotional intelligence dimensions.
intelligence, even after partialling out the effect of responsive parenting. However, different mother–child joint activities
correlated differently with trait emotional intelligence dimensions.
Conclusions
The amount of time mothers spent with their children and the quality of their interactions are important in terms of children’s
trait emotional intelligence, not only because those times of joint activity reflect a more positive parenting, but because
they are likely to promote modeling, reinforcement, shared attention, and social cooperation.
trait emotional intelligence, not only because those times of joint activity reflect a more positive parenting, but because
they are likely to promote modeling, reinforcement, shared attention, and social cooperation.
- Content Type Journal Article
- Category Original Paper
- Pages 1-16
- DOI 10.1007/s10566-012-9180-z
- Authors
- Albert Alegre, East Stroudsburg University, P.O. Box 403, Mount Tabor, NJ 07878, USA
- Journal Child and Youth Care Forum
- Online ISSN 1573-3319
- Print ISSN 1053-1890