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dc.contributor.authorBurleson, Brant R.
dc.contributor.authorKunkel, Adrianne
dc.date.accessioned2011-09-02T18:30:03Z
dc.date.available2011-09-02T18:30:03Z
dc.date.issued2002
dc.identifier.citationBurleson, B. R., & Kunkel, A. (2002). Parental and peer contributions to the emotional support skills of the child: From whom do children learn to express support? Journal of Family Communication, 2, 79-97. http://dx.doi.org/10.1207/S15327698JFC0202_02
dc.identifier.urihttp://hdl.handle.net/1808/7990
dc.descriptionDOI: 10.1207/S15327698JFC0202_02
dc.description.abstractWith advancing age, children increasingly turn to peers for emotional support, and the child's ability to provide sensitive emotional support to peers becomes an increasingly important predictor of social acceptance. Although individual differences in emotional support skills become evident in early childhood, little is known about the social experiences that lead some children to become more skillful providers of emotional support than others. The present study assessed the influence of two socialization agents, parents and peers, on individual differences in children's emotional support skills. Participants included 51 first- and third-grade children, their mothers, and their classmates. Assessments obtained from each child of three skills related to the provision of emotional support included: comforting skill, affective perspective-taking ability, and social perspective-taking ability. Measures of comforting skill were obtained from both the child's mother and three classmates with whom each child frequently interacted. Correlational and regression analyses indicate that the comforting skills of mothers and peers independently contribute to the child's capacity to produce sensitive comforting messages. In addition, peers' comforting skills were significant predictors of the child's affective perspective taking ability. The results indicate different theoretical mechanisms may link the behavior of parents and peers to the social competencies of the child.
dc.language.isoen_US
dc.publisherTaylor & Francis (Routledge)
dc.subjectEmotional Support
dc.subjectComforting
dc.titleParental and Peer Contributions to the Emotional Support Skills of the Child: From Whom Do Children Learn to Express Support?
dc.typeArticle
kusw.kuauthorKunkel, Adrianne
kusw.kudepartmentCommunication Studies
kusw.oastatusfullparticipation
dc.identifier.doi10.1207/S15327698JFC0202_02
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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