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Keywords

self-conscious emotions, emotion talk, parent questions, parent socialization

Abstract

Parent questions facilitate children's emotion label learning during parent–child conversations (Ruba et al., 2022), yet limited research has examined how different question types influence this process. Parent–child dyads (N = 296, 136 girls) were observed discussing a picture book depicting self-conscious emotions (shame, guilt, embarrassment, awe, pride) annually for five years starting at age 2. Parent-child conversations were transcribed and the frequencies of parent yes/no questions, parent open-ended questions, child emotion labels, and total word count were coded from transcriptions (mean interrater reliability ICC = .90). Five separate regression models (one per wave) predicting children’s emotion labels revealed significant effects of question type. Specifically, parent yes/no questions negatively predicted child emotion labeling at Wave 1, 𝛽 = -.21, SE = .07, t = -2.94, p = .004, Wave 2, 𝛽 = -.16, SE = .08, t = -2.08, p = .04, Wave 3, 𝛽 = -.23, SE = .07, t = -3.30, p = .001, and Wave 4, 𝛽 = -.30, SE = .11, t = -2.70, p = .009. Conversely, parent open-ended questions positively predicted child emotion labeling at Wave 2, 𝛽 = .28, SE = .08, t = 3.49, p < .001, Wave 3, 𝛽 = .26, SE = .07, t = 3.72, p < .001, and Wave 4, 𝛽 = .43, SE = .11, t = 3.98, p < .001. These findings highlight the role of question type in shaping children’s emotion language. Implications for parent–child interactions, early emotion socialization, and applications in practical settings will be discussed.

Document Type

Poster

Publication Date

2025-04-10

Language

English

College

Family, Home, and Social Sciences

Department

Family Life

University Standing at Time of Publication

Graduate Student

Asking the Right Questions: How Parent Question Type Shapes Children's Emotion Label Use Across Early Childhood

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