@article{munoz-troncoso_riquelme-mella_halberstadt_montero_sepulveda-bernales_fuentes-vilugron_miranda-zapata_legaz-vladimisrkaya_caamano-navarrete_munoz-troncoso_2024, title={Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age}, volume={12}, ISSN={["2079-3200"]}, DOI={10.3390/jintelligence12090086}, abstractNote={The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the Spanish version of the Difficulties in Emotional Regulation Scale (DERS-E). A confirmatory factor analysis was carried out to evaluate the structure of the theoretical model, along with the convergent, discriminant, and internal consistency of the instrument. Additionally, a measurement invariance analysis was performed to identify possible differences between demographic groups, which is crucial to ensure that comparisons between these groups are valid and unbiased. The results indicated that the theoretical model presents a good fit to the data and confirms the validity and reliability of the DERS-E. Scalar invariance was achieved among the analyzed groups. We found significant differences in emotional dysregulation between men and women, which also varied by teacher age. The importance of understanding the specific needs of teachers in terms of their emotional regulation is discussed and the urgency of implementing training programs that improve their emotional skills, fostering a positive and effective learning environment, is highlighted.}, number={9}, journal={JOURNAL OF INTELLIGENCE}, author={Munoz-Troncoso, Flavio and Riquelme-Mella, Enrique and Halberstadt, Amy G. and Montero, Ignacio and Sepulveda-Bernales, Valeria and Fuentes-Vilugron, Gerardo and Miranda-Zapata, Edgardo and Legaz-Vladimisrkaya, Ekaterina and Caamano-Navarrete, Felipe and Munoz-Troncoso, Gerardo}, year={2024}, month={Sep} }
 @article{munoz-troncoso_halberstadt_cuadrado-gordillo_riquelme-mella_miranda-zapata_legaz-vadimisrkaya_sepulveda-bernales_salamanca-aroca_munoz-troncoso_2024, title={Validation of the questionnaire to measure Chilean teachers' perception of school violence and coexistence management (VI plus GEC)}, volume={15}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2024.1352399}, abstractNote={In this article, we present the development and validation of a psychometric scale that measures the teacher’s perception in the Chilean school system with respect to elements of school violence and coexistence management. The novelty lies in the incorporation of factors that address violence from teachers to students, from students to teachers and coexistence management. A total of 1072 teachers from the Northern, Central, Southern and Metropolitan macro-zones of Chile participated, with ages between 22 and 76 years (M=44.56; SD=10.52) and from 1 to 54 years of work (M=17.14; SD=10.38). 76.3% identify with the female gender and 23.7% with the male gender. Of the teachers, 78.4% worked mainly in the classroom and the rest performed managerial or administrative functions outside the classroom in the school. The school violence and coexistence management questionnaire for teachers (VI+GEC) was used. The validity of the scale was demonstrated by means of Confirmatory Factor Analysis, convergent validity analysis and discriminant validity. Reliability was demonstrated by means of McDonald’s omega coefficient in all the factors of the scale. An analysis with Structural Equation Modeling (SEM) found a mean, and statistically significant influence of the perception of coexistence management on the perception of school violence. The findings are discussed in terms of previous research on school violence and coexistence management.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Munoz-Troncoso, Flavio and Halberstadt, Amy and Cuadrado-Gordillo, Isabel and Riquelme-Mella, Enrique and Miranda-Zapata, Edgardo and Legaz-Vadimisrkaya, Ekaterina and Sepulveda-Bernales, Valeria and Salamanca-Aroca, Claudia and Munoz-Troncoso, Gerardo}, year={2024}, month={Apr} }
 @article{freiburger_sim_halberstadt_hugenberg_2023, title={A Race-Based Size Bias for Black Adolescent Boys: Size, Innocence, and Threat}, ISSN={["1552-7433"]}, DOI={10.1177/01461672231167978}, abstractNote={ We adopted an intersectional stereotyping lens to investigate whether race-based size bias—the tendency to judge Black men as larger than White men—extends to adolescents. Participants judged Black boys as taller than White boys, despite no real size differences (Studies 1A and 1B), and even when boys were matched in age (Study 1B). The size bias persisted when participants viewed computer-generated faces that varied only in apparent race (Study 2A) and extended to perceptions of physical strength, with Black boys judged as stronger than White boys (Study 2B). The size bias was associated with threat-related perceptions, including beliefs that Black boys were less innocent than White boys (Study 3). Finally, the size bias was moderated by a valid threat signal (i.e., anger expressions, Studies 4A and 4B). Thus, adult-like threat stereotypes are perpetrated upon Black boys, leading them to be erroneously perceived as more physically formidable than White boys. }, journal={PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN}, author={Freiburger, Erin and Sim, Mattea and Halberstadt, Amy G. and Hugenberg, Kurt}, year={2023}, month={May} }
 @article{hughes_sun_garner_legette_halberstadt_2023, title={Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children}, ISSN={["1935-1011"]}, DOI={10.3102/00028312231200016}, abstractNote={ This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scenarios activate different preservice teacher attributions), and (b) racialization evolves (i.e., preservice teachers make different attributions about Black and White boys engaged in the same behaviors). Findings underscore the importance of teacher education and professional development for novice teachers that address racial bias in attributions of student behaviors. }, journal={AMERICAN EDUCATIONAL RESEARCH JOURNAL}, author={Hughes, Sherick A. and Sun, Wenyang and Garner, Pamela W. and Legette, Kamilah B. and Halberstadt, Amy G.}, year={2023}, month={Sep} }
 @article{legette_halberstadt_cassidy_2023, title={Reducing racialized opportunity gaps through teachers' anti-racism social-emotional competency training and education}, ISSN={["1543-0421"]}, DOI={10.1080/00405841.2023.2258736}, abstractNote={ABSTRACT Racial bias in teachers’ perceptions of Black and White students’ academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers’ TSEL training should begin with racism consciousness embedded within their self-awareness and social awareness. These, in turn, will impact their other TSEL competencies in racially informed ways, thus reducing opportunity gaps between White and Black youth. We provide theoretical and empirical support about the ways in which racism consciousness can be embedded within the 5 socio-emotional competencies. We share recommendations for practitioners, policymakers, and researchers on ways to increase awareness and apply teachers’ TSEL to reduce opportunity gaps.}, journal={THEORY INTO PRACTICE}, author={Legette, Kamilah B. and Halberstadt, Amy G. and Cassidy, Colleen}, year={2023}, month={Oct} }
 @article{legette_iruka_halberstadt_forte_2023, title={Teachers' awareness of systemic and individual racial bias as a first step towards anti-racist schools}, volume={132}, ISSN={["1879-2480"]}, DOI={10.1016/j.tate.2023.104213}, abstractNote={Fostering anti-racism in schools is critical for reducing the racial disparities that exist between White and racially minoritized students. To foster anti-racism schools, teachers' awareness of how racism works at systemic and their individual levels in perpetuating racism in schools are critical features for effecting change. Using open-ended responses, this study explored teachers' awareness of schools as racialized systems as well as ways teacher complicity perpetuates racist practices. Of the 228 teachers (82% White; 78% female) recruited from five Southern school districts, 52% failed to acknowledge schools as racialized systems and 56% failed to identify any self-complicity in perpetuating racial inequities.}, journal={TEACHING AND TEACHER EDUCATION}, author={Legette, Kamilah B. and Iruka, Iheoma U. and Halberstadt, Amy G. and Forte, Alexandria B.}, year={2023}, month={Oct} }
 @article{legette_supple_harris_halberstadt_2023, title={Teachers' racialized anger: Implications for discipline disparities}, volume={99}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2023.05.004}, abstractNote={The contribution of racial bias to teachers' racialized discipline practices is increasingly clear, but the processes by which these biases are activated are less well understood. This study examined teachers' emotional responses to students' misbehaviors by student race as well as whether teachers' emotional responses serve to mediate the association between student race and teachers' discipline practices. Results from a sample of 228 teachers in the United States indicated that teachers were 71% more likely to report feeling anger as compared to concern when they read about a potentially challenging behavior of a Black student as compared to a White student. Additionally, teachers' anger mediated the association between student race and discipline, suggesting teacher anger as a potential point of intervention for change.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Legette, Kamilah B. and Supple, Andrew and Harris, Johari and Halberstadt, Amy G.}, year={2023}, month={Aug} }
 @article{hagan_halberstadt_cooke_garner_2023, title={White Parents' Racial Socialization: Questionnaire Validation and Associations with Children's Friendships}, ISSN={["1552-5481"]}, DOI={10.1177/0192513X221150973}, abstractNote={ White parents’ approaches to racial socialization can have significant consequences for children’s understanding of race, racial bias, and racial justice. Across three studies, we attempted to identify three racial socialization practices that White parents employ. In Study 1, 238 White parents self-reported their racial socialization practices and listed their children’s friends’ age, race, and gender. Exploratory factor analysis suggested evidence for three scales: race-consciousness, discussion-hesitancy, and race-evasiveness. Parents’ discussion hesitancy was positively associated, and race consciousness negatively associated, with the racial homogeneity of their child’s friendship group. In Study 2 (N = 79), White parents’ discussion-hesitancy was again positively associated with the racial homogeneity of their child’s friendship group. In Study 3, with 21 White parents and their children independently reporting, White parents’ discussion hesitancy was again positively associated with the racial homogeneity of their child’s friendship group. Parents’ comfort level when discussing race and parents’ intergroup contact provided additional validational evidence. }, journal={JOURNAL OF FAMILY ISSUES}, author={Hagan, Courtney and Halberstadt, Amy and Cooke, Alison and Garner, Pamela}, year={2023}, month={Jan} }
 @article{paz-mardones_kotthoff-cristensen_fuentes-jara_collipal-velasquez_riquelme-mella_halberstadt_2022, title={Monocultural Education in the Teaching of Visual Arts in Contexts of Cultural Diversity in Chile: A Critical Vision from the Araucania Region}, volume={26}, ISSN={["1409-4258"]}, DOI={10.15359/ree.26-3.12}, abstractNote={Introducción. El tema central del estudio es la incidencia que tiene la aplicación de un currículo monocultural en las concepciones de enseñanza de las artes visuales, y su impacto en los aprendizajes, la construcción de identidad cultural y el reconocimiento entre estudiantado mapuche y no mapuche.  Objetivo. Develar las concepciones que tiene el profesorado en torno a la enseñanza de las artes visuales, su currículo y el contexto de diversidad cultural en zona pehuenche. Metodología. El enfoque metodológico es cualitativo de carácter exploratorio.  Las personas participantes corresponden a siete profesores de artes visuales de enseñanza media en una zona Pehuenche de la región Araucanía de Chile, las técnicas de recolección de datos utilizadas fueron la entrevista semiestructurada y, el proceso de análisis fue de codificación abierta, axial y selectiva, con triangulación entre personas investigadoras y profesorado para apoyar la validez de los hallazgos. Resultados. Los principales resultados apuntan a la falta de conocimiento del personal docente sobre el contexto multicultural, sus deficiencias en la formación inicial y el problema general de la relación existente entre un currículo monocultural y su efecto sobre sus creencias sobre la enseñanza de artes visuales en el contexto de diversidad cultural. Conclusiones. La creencia del personal docente de artes visuales es afectada por el currículo de carácter monocultural, al presentar relaciones con la estandarización y la valoración negativa de este. Además, el currículo condiciona la formación inicial docente, estandarizándola, sin considerar las variables contextuales. }, number={3}, journal={REVISTA ELECTRONICA EDUCARE}, author={Paz-Mardones, Fernando and Kotthoff-Cristensen, Francisco and Fuentes-Jara, Freddy and Collipal-Velasquez, Christian and Riquelme-Mella, Enrique and Halberstadt, Amy}, year={2022} }
 @article{cooke_halberstadt_2021, title={Adultification, anger bias, and adults' different perceptions of Black and White children}, ISSN={["1464-0600"]}, DOI={10.1080/02699931.2021.1950127}, abstractNote={ABSTRACT Adultification, perceiving a child as older and more mature, and anger bias, perceiving anger where it does not exist, are two phenomena disproportionally imposed on Black children compared to White children. The current study assessed whether perceiving a Black child as older increases the odds of mistakenly perceiving anger. Participating were 152 parents who viewed video representations of 40 children in an emotion understanding paradigm. Black children were not seen as older than White children but they did have 1.27 higher odds of being misperceived as angry (p < .05). Additionally, for each year increase in perceived age, the odds of anger bias increased by 1.04 for the Black children (p < .05), but did not increase for White children. Implications of this finding include Black children receiving increased consequences when adults perceive them as older and angry.}, journal={COGNITION & EMOTION}, author={Cooke, Alison N. and Halberstadt, Amy G.}, year={2021}, month={Jul} }
 @article{chentsova-dutton_leontyeva_halberstadt_adams_2021, title={And They All Lived Unhappily Ever After: Positive and Negative Emotions in American and Russian Picture Books}, ISSN={["1931-1516"]}, DOI={10.1037/emo0001021}, abstractNote={The U.S. and Russian cultural contexts are thought to foster different models of emotion, with the former emphasizing positive emotions more and negative emotions less than the latter. Little is known about the ways in which parents transmit these models of emotions to children. Cultural products, such as popular storybooks, may serve to provide important tools of transmission. Two studies examined similarities and differences in the extent to which children's books from these cultural contexts depict emotions. In Study 1, U.S., Russian American, and Russian parents described the extent to which books that they recently read to their children depict positive and negative emotions. Although no differences emerged for depictions of positive emotions, U.S. parents described reading books with lower levels of negative emotions than Russian parents, with Russian American parents in between. These differences were partially due to parental beliefs about sadness. In Study 2, verbal and nonverbal depictions of emotions were compared for sets of popular children's books from the U.S. and Russia. U.S. books verbally referenced anger and sadness and depicted happiness, anger, and fear faces less frequently than Russian books. Taken together, these studies suggest that American and Russian parents value and expose their children to different depictions of emotions, particularly negative emotions. Future studies need to examine the ways in which children in these cultural contexts interpret depictions of emotions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={EMOTION}, author={Chentsova-Dutton, Yulia and Leontyeva, Anna and Halberstadt, Amy G. and Adams, Anita M.}, year={2021}, month={Nov} }
 @article{hussong_coffman_halberstadt_2021, title={Parenting and the development of children's gratitude}, ISSN={["1750-8606"]}, DOI={10.1111/cdep.12434}, abstractNote={AbstractFostering gratitude is often among the socialization goals parents hold for their children. In this article, we explore work that portrays gratitude as a complex socioemotional process that occurs during a moment in time and becomes more frequent, integrated, and rich with development. Researchers have identified at least four parent socialization practices that may foster children’s gratitude: modeling, daily scaffolding, niche selection, and conversations with children about gratitude moments and missed opportunities for gratitude. Parent training tools based on this work have yielded modest results. More work is needed to understand further the ways parenting and children’s gratitude are culturally embedded, place the work on gratitude socialization within the larger task of value socialization faced by parents, and explore gratitude as an ontogenetic tool for making meaning of the world around us.}, journal={CHILD DEVELOPMENT PERSPECTIVES}, author={Hussong, Andrea M. and Coffman, Jennifer L. and Halberstadt, Amy G.}, year={2021}, month={Nov} }
 @article{hussong_halberstadt_langley_thomas_coffman_2021, title={Parents' Responses to Children's Ingratitude are Associated with Children's Gratitude and Internalizing 3 Years Later}, ISSN={["1939-1293"]}, DOI={10.1037/fam0000855}, abstractNote={The current study is the first to examine how parents respond to children's ingratitude and how such responses impact children's later gratitude and internalizing symptoms. We focused on parental responses in families with children aged 6-9 years when gratitude may be actively forming as part of socioemotional learning and other-oriented behavior. Parent-child dyads (n = 101; 52% female; 81% European American, 9% Asian/Asian American, 5% African American, 4% Latino) completed lab-based assessments at baseline and 3 years later. Results indicate that we can reliably assess and differentiate six parental responses to children's ingratitude (i.e., parental self-blame, distress, punishment, instruction, let-it-be, and give-in) using a novel scenario-based measure. Moreover, parents of older children reported more self-blame, distress, and let-it-be responses than those of younger children. More frequent distress and less frequent punishing and giving-in responses to ingratitude by parents predicted greater parent-reported child gratitude at follow-up whereas more frequent distress and less instruction and giving-in responses predicted greater child-reported gratitude at follow-up. Punishing responses also predicted greater later internalizing symptoms in children, whereas self-blame and distress responses predicted lower subsequent symptoms. Collectively, findings showed that parental responses to children's ingratitude predicted child gratitude and internalizing symptoms 3 years later, even after controlling for other factors comprising the parent ecology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={JOURNAL OF FAMILY PSYCHOLOGY}, author={Hussong, Andrea M. and Halberstadt, Amy and Langley, Hillary A. and Thomas, Taylor E. and Coffman, Jennifer L.}, year={2021}, month={Apr} }
 @article{halberstadt_cooke_hagan_liu_2021, title={PerCEIVED: Perceptions of Children's Emotions in Videos, Evolving and Dynamic Task}, ISSN={["1931-1516"]}, DOI={10.1037/emo0001019}, abstractNote={Researchers have been studying emotion recognition skill for over 100 years (Feleky, 1914), yet technological advances continue to allow for the creation of better measures. Interest in consistent inaccuracies (sometimes described as bias) has also emerged recently. To support research in both emotion recognition skill and bias, we first describe all extant measures of emotion recognition with child actors that we have found, evaluating strengths and constraints of these measures. We then introduce a new measure of emotion understanding (Perceptions of Children's Emotions in Videos, Evolving and Dynamic task) that includes assessment of six emotions portrayed dynamically over rounds by 72 child actors, balancing child race and gender within each emotion, and certified by Facial Action Coding System coders. We provide participant accuracy and bias rates by round and within emotion, based on results from four studies (N = 477 adult participants), and report evidence for reliability over time, criterion and discriminant validity, and multidimensionality of emotion recognition from these studies. We conclude with potential uses of the measure in terms of assessing the accuracy and inaccuracies of participants, including opportunities for the study of developmental processes, individual differences, and confusions between various emotions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={EMOTION}, author={Halberstadt, Amy G. and Cooke, Alison N. and Hagan, Courtney A. and Liu, Xi}, year={2021}, month={Sep} }
 @article{hagan_halberstadt_leary_2021, title={Socialization of children's experience and expression of pride}, volume={30}, ISSN={["1522-7219"]}, DOI={10.1002/icd.2230}, abstractNote={AbstractTo understand socialization pathways in the development of specific, self‐relevant emotions, we examined the socialization of third‐grade children's experience and expression of pride in a sample of 196 mother–child dyads, including children's gender and race as instantiations of cultural contexts. Mothers' self‐reported beliefs about the value of positive emotions, beliefs about the value of negative emotions, and positive expressivity within the family were examined in relation to Black and White boys' and girls' own reported feelings and expressions of pride in response to five vignettes. Results revealed that mothers' beliefs and expressive behaviour were associated with their children's feelings of pride, but were not significantly associated with children's expressing pride in the vignettes. Socialization processes seemed similar across child gender and race, with the one exception of maternal value of positivity being differently associated with children's pride expression by race. Results exploring gender and race as cultural contexts indicated that mothers' beliefs and expressivity varied little by child gender, but did by race; Black mothers reported valuing positive emotions more so than White mothers. Children reported pride differences in the vignettes by both gender and race, with female and Black children reporting feeling and expressing pride more so than male and White children. These findings suggest parental and cultural roles in the socialization of how children feel and express pride.}, number={4}, journal={INFANT AND CHILD DEVELOPMENT}, author={Hagan, Courtney A. and Halberstadt, Amy G. and Leary, Kevin A.}, year={2021}, month={Jul} }
 @article{halberstadt_oertwig_riquelme_2020, title={Beliefs About Children's Emotions in Chile}, volume={11}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2020.00034}, abstractNote={To learn more about Chilean emotional beliefs related to emotion development, 271 Mapuche and non-Mapuche parents and teachers in urban and rural settings reported their emotion beliefs using a questionnaire invariant in the Chilean context (Riquelme et al., in press). Included are six beliefs previously found to resonate across three United States cultures (i.e., beliefs about the value and cost of certain emotions; control of emotion; knowledge of children’s emotion; manipulation of emotion; and emotional autonomy), and five others distinctive to the indigenous people of this region (i.e., value of being calm; controlling fear specifically; interpersonality of emotion; learning about emotion from adults; and regulation through nature). MANOVAs were conducted to examine these beliefs across culture (Mapuche, non-Mapuche), role (parent, teacher), and geographical location (rural, urban). For United States-derived beliefs, there were no main effects, although two interactions with culture by role and location were significant. For all five Mapuche-generated beliefs, there were significant main effects for culture, role, and location. Results highlight both similarities and differences in beliefs across cultures, roles, and geographical location. Implications for the Chilean context include the importance of non-Mapuche teachers’ sensitivity to the values and emotion-related beliefs of Mapuche families. Implications for the global context include an expanded view of emotion-related beliefs, including beliefs that children can control fear and be calm, that emotion-related values include attending to the needs of others, and that two ways of controlling emotion are through learning by listening to/watching elders, and by being in nature.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Halberstadt, Amy G. and Oertwig, Dejah and Riquelme, Enrique H.}, year={2020}, month={Jan} }
 @article{halberstadt_cooke_garner_hughes_oertwig_neupert_2022, title={Racialized emotion recognition accuracy and anger bias of children’s faces.}, volume={22}, ISSN={1931-1516 1528-3542}, url={http://dx.doi.org/10.1037/emo0000756}, DOI={10.1037/emo0000756}, abstractNote={Research suggests that individuals are racially biased when judging the emotions of others (Elfenbein & Ambady, 2002) and particularly regarding attributions about the emotion of anger (Halberstadt, Castro, Chu, Lozada, & Sims, 2018; Hugenberg & Bodenhausen, 2003). Systematic, balanced designs are rare, and are comprised of adults viewing adults. The present study expands the questions of racialized emotion recognition accuracy and anger bias to the world of children. Findings that adults demonstrate either less emotion accuracy and/or greater anger bias for Black versus White children could potentially explain some of the large racialized disciplinary discrepancies in schools. To test whether racialized emotion recognition accuracy and anger bias toward children exists, we asked 178 prospective teachers to complete an emotion recognition task comprised of 72 children's facial expressions depicting six emotions and divided equally by race (Black, White) and gender (female, male). We also assessed implicit bias via the child race Implicit Association Test and explicit bias via questionnaire. Multilevel modeling revealed nuanced racialized emotion recognition accuracy with a race by gender interaction, but clear racialized anger bias toward both Black boys and girls. Both Black boys and Black girls were falsely seen as angry more often than White boys and White girls. Higher levels of either implicit or explicit bias did not increase odds of Black children being victim to anger bias, but instead decreased odds that White children would be misperceived as angry. Implications for addressing preexisting biases in teacher preparation programs and by children and parents are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).}, number={3}, journal={Emotion}, publisher={American Psychological Association (APA)}, author={Halberstadt, Amy G. and Cooke, Alison N. and Garner, Pamela W. and Hughes, Sherick A. and Oertwig, Dejah and Neupert, Shevaun D.}, year={2022}, month={Apr}, pages={403–417} }
 @article{hagan_halberstadt_cooke_garner_2020, title={Teachers' Beliefs About Children's Anger and Skill in Recognizing Children's Anger Expressions}, volume={11}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2020.00474}, abstractNote={Everyday beliefs often organize and guide motivations, goals, and behaviors, and, as such, may also differentially motivate individuals to value and attend to emotion-related cues of others. In this way, the beliefs that individuals hold may affect the socioemotional skills that they develop. To test the role of emotion-related beliefs specific to anger, we examined an educational context in which beliefs could vary and have implications for individuals’ skill. Specifically, we studied 43 teachers’ beliefs about students’ anger in the school setting as well as their ability to recognize expressions of anger in children’s faces in a dynamic emotion recognition task. Results revealed that, even when controlling for teachers’ age and gender, teachers’ belief that children’s anger was useful and valuable in the school setting was associated with teachers’ accuracy at recognizing anger expressions in children’s faces. The belief that children’s anger was harmful and not conducive to learning, however, was not associated with teachers’ accuracy at recognizing children’s anger expressions. These findings suggest that certain everyday beliefs matter for predicting skill in recognizing specific emotion-related cues.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Hagan, Courtney A. and Halberstadt, Amy G. and Cooke, Alison N. and Garner, Pamela W.}, year={2020}, month={Mar} }
 @article{maccormack_castro_halberstadt_rogers_2020, title={Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood}, volume={29}, ISSN={["1467-9507"]}, DOI={10.1111/sode.12418}, abstractNote={AbstractInteroception, often defined as the perception of internal physiological changes, is implicated in many adult social affective processes, but its effects remain understudied in the context of parental socialization of children's emotions. We hypothesized that what parents know about the interoceptive concomitants of emotions, or interoceptive knowledge (e.g., “my heart races when excited”), may be especially relevant in emotion socialization and in supporting children's working models of emotions and the social world. We developed a measure of mothers' interoceptive knowledge about their own emotions and examined its relation to children's social affective outcomes relative to other socialization factors, including self‐reported parental behaviors, emotion beliefs, and knowledge of emotion‐relevant situations and non‐verbal expressions. To assess these, mothers (N = 201) completed structured interviews and questionnaires. A few months later, third‐grade teachers rated children's social skills and emotion regulation observed in the classroom. Results indicated that mothers' interoceptive knowledge about their own emotions was associated with children's social affective skills (emotion regulation, social initiative, cooperation, self‐control), even after controlling for child gender and ethnicity, family income, maternal stress, and the above maternal socialization factors. Overall, findings suggest that mothers' interoceptive knowledge may provide an additional, unique pathway by which children acquire social affective competence.}, number={2}, journal={SOCIAL DEVELOPMENT}, author={MacCormack, Jennifer K. and Castro, Vanessa L. and Halberstadt, Amy G. and Rogers, Megan L.}, year={2020}, month={May}, pages={578–599} }
 @article{hussong_langley_thomas_coffman_halberstadt_costanzo_rothenberg_2019, title={Measuring gratitude in children}, volume={14}, ISSN={["1743-9779"]}, DOI={10.1080/17439760.2018.1497692}, abstractNote={ABSTRACT Gratitude is a rich socioemotional construct that emerges over development beginning in early childhood. Existing measures of children’s gratitude as a trait or behavior may be limited because they do not capture different aspects of gratitude moments (i.e. awareness, thoughts, feelings, and actions) and the way that these facets appear in children. The current study evaluates a battery of new measures assessing children’s gratitude to address these limitations. Parent-child dyads (N = 101; children aged 6–9) completed a lab-based assessment followed by a 7-day online parental diary and 18-month follow-up survey. In addition to newly developed measures of children’s gratitude, the battery included indicators of convergent, concurrent, divergent, and predictive validity. Results demonstrate the complexity of gratitude as a construct and the relative benefits and limits of various assessment modalities. Implications for the measurement of children’s gratitude and suggestions for future research on the development of gratitude are discussed.}, number={5}, journal={JOURNAL OF POSITIVE PSYCHOLOGY}, author={Hussong, Andrea M. and Langley, Hillary A. and Thomas, Taylor E. and Coffman, Jennifer L. and Halberstadt, Amy G. and Costanzo, Philip R. and Rothenberg, William A.}, year={2019}, month={Sep}, pages={563–575} }
 @article{halberstadt_castro_chu_lozada_sims_2018, title={Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions}, volume={54}, ISSN={0361-476X}, url={http://dx.doi.org/10.1016/J.CEDPSYCH.2018.06.004}, DOI={10.1016/J.CEDPSYCH.2018.06.004}, abstractNote={Differential treatment of students by race is well documented, and potentially driven by implicit processes relating to racial prejudice. To better understand some of the pathways by which racial prejudice may be activated, we examined preservice teachers’ racialized perceptions specific to emotion. Forty preservice teachers identified the emotions expressed in 20 Black and White male and female faces in order to assess racialized emotion accuracy and anger bias; participants also judged hostility in videos of 4 Black and White boys’ misbehaviors with peers in school in order to assess racialized attributions. We conducted a series of multilevel models with assessments of Black and White faces (or boys) nested within preservice teachers. Results indicated that emotions in Black faces were less accurately recognized than emotions in White faces; Black faces were more likely to be seen as angry even when they were not, compared to White faces; and boys’ misbehaviors were perceived as more hostile than those of White boys. Together, these results consistently suggest that racialized emotion-related perceptions may enter the classroom with preservice teachers. Implications, as well as limitations that may be resolved in future studies, and extensions of these findings to other minority status populations are discussed.}, journal={Contemporary Educational Psychology}, publisher={Elsevier BV}, author={Halberstadt, Amy G. and Castro, Vanessa L. and Chu, Qiao and Lozada, Fantasy T. and Sims, Calvin M.}, year={2018}, month={Jul}, pages={125–138} }
 @article{hussong_langley_rothenberg_coffman_halberstadt_costanzo_mokrova_2019, title={Raising grateful children one day at a time}, volume={23}, ISSN={["1532-480X"]}, DOI={10.1080/10888691.2018.1441713}, abstractNote={ABSTRACT We examined micro developmental processes related to the socialization of children's gratitude by testing whether parents who engage in more frequent daily socialization practices targeting children's gratitude reported more frequent gratitude displays by their children after controlling for potential confounds. 101 parent-child dyads completed a baseline lab visit followed by a seven-day diary study. Using multi-level modeling, we found that parents who engaged in more frequent gratitude socialization acts reported more frequent displays of gratitude by their children across the seven-days (between-dyad effect) and that on days when a parent engaged in more socialization acts than usual parents reported relative increases in gratitude displays by their children (within-dyad effect). These findings show that parent socialization acts are associated with children’s displayed gratitude and point to the need for future work to explore reactive and proactive parent-child interactions that may underlie these associations as well as associations between micro-developmental and macro-developmental processes.}, number={4}, journal={APPLIED DEVELOPMENTAL SCIENCE}, author={Hussong, Andrea M. and Langley, Hillary A. and Rothenberg, William A. and Coffman, Jennifer L. and Halberstadt, Amy G. and Costanzo, Philip R. and Mokrova, Irina}, year={2019}, month={Oct}, pages={371–384} }
 @article{castro_cooke_halberstadt_garrett-peters_2018, title={Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children}, volume={42}, ISSN={["1573-3653"]}, DOI={10.1007/s10919-017-0269-9}, abstractNote={Cross-sectional studies support negative associations between children's skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children's emotion recognition and teacher-reported problem behaviors in 1}, number={2}, journal={JOURNAL OF NONVERBAL BEHAVIOR}, author={Castro, Vanessa L. and Cooke, Alison N. and Halberstadt, Amy G. and Garrett-Peters, Patricia}, year={2018}, month={Jun}, pages={155–178} }
 @article{castro_camras_halberstadt_shuster_2018, title={Children's Prototypic Facial Expressions During Emotion-Eliciting Conversations With Their Mothers}, volume={18}, ISSN={["1931-1516"]}, DOI={10.1037/emo0000354}, abstractNote={Despite theoretical claims that emotions are primarily communicated through prototypic facial expressions, empirical evidence is surprisingly scarce. This study aimed to (a) test whether children produced more components of a prototypic emotional facial expression during situations judged or self-reported to involve the corresponding emotion than situations involving other emotions (termed “intersituational specificity”), (b) test whether children produced more components of the prototypic expression corresponding to a situation’s judged or self-reported emotion than components of other emotional expressions (termed “intrasituational specificity”), and (c) examine coherence between children’s self-reported emotional experience and observers’ judgments of children’s emotions. One hundred and 20 children (ages 7–9) were video-recorded during a discussion with their mothers. Emotion ratings were obtained for children in 441 episodes. Children’s nonverbal behaviors were judged by observers and coded by FACS-trained researchers. Children’s self-reported emotion corresponded significantly to observers’ judgments of joy, anger, fear, and sadness but not surprise. Multilevel modeling results revealed that children produced joy facial expressions more in joy episodes than nonjoy episodes (supporting intersituational specificity for joy) and more joy and surprise expressions than other emotional expressions in joy and surprise episodes (supporting intrasituational specificity for joy and surprise). However, children produced anger, fear, and sadness expressions more in noncorresponding episodes and produced these expressions less than other expressions in corresponding episodes. Findings suggest that communication of negative emotion during social interactions—as indexed by agreement between self-report and observer judgments—may rely less on prototypic facial expressions than is often theoretically assumed.}, number={2}, journal={EMOTION}, author={Castro, Vanessa L. and Camras, Linda A. and Halberstadt, Amy G. and Shuster, Michael}, year={2018}, month={Mar}, pages={260–276} }
 @book{developing gratitude in children and adolescents_2018, DOI={10.1017/9781316863121}, abstractNote={This important and timely volume provides the conceptual framework for studying the development of gratitude, with a comprehensive and international set of authors approaching the topic from philosophical, psychological, and educational perspectives. The first section provides the theoretical underpinnings for the study of gratitude as a virtue. In the next section, the authors examine the ways in which gratitude develops, including key cross-cultural variations and some possible effects of its development. The final section then considers the links between parent and child gratitude and the ways in which parents and teachers can help to encourage gratitude, both in their everyday practices and by using literary texts. Coming Soon!}, journal={DEVELOPING GRATITUDE IN CHILDREN AND ADOLESCENTS}, year={2018}, pages={1–287} }
 @misc{camras_halberstadt_2017, title={Emotional development through the lens of affective social competence}, volume={17}, ISSN={["2352-2518"]}, DOI={10.1016/j.copsyc.2017.07.003}, abstractNote={Emotion competence, particularly as manifested within social interaction (i.e., affective social competence) is an important contributor to children's optimal social and psychological functioning. In this article we highlight advances in understanding three processes involved in affective social competence: first, experiencing emotions, second, effectively communicating one's emotions, and third, understanding others’ emotions. Experiencing emotion is increasingly understood to include becoming aware of, accepting, and managing one's emotions. Effective communication of emotion involves multimodal signaling rather than reliance on a single modality such as facial expressions. Emotion understanding includes both recognizing others’ emotion signals and inferring probable causes and consequences of their emotions. Parents play an important role in modeling and teaching children all three of these skills, and interventions are available to aid in their development.}, journal={CURRENT OPINION IN PSYCHOLOGY}, author={Camras, Linda A. and Halberstadt, Amy G.}, year={2017}, month={Oct}, pages={113–117} }
 @article{rothenberg_hussong_langley_egerton_halberstadt_coffman_mokrova_costanzo_2017, title={Grateful parents raising grateful children: Niche selection and the socialization of child gratitude}, volume={21}, ISSN={["1532-480X"]}, DOI={10.1080/10888691.2016.1175945}, abstractNote={ABSTRACT Given that children’s exposure to gratitude-related activities may be one way that parents can socialize gratitude in their children, we examined whether parents’ niche selection (i.e., tendency to choose perceived gratitude-inducing activities for their children) mediates the association between parents’ reports of their own and their children’s gratitude. Parent-child dyads (N = 101; children aged 6–9; 52% girls; 80% Caucasian; 85% mothers) participated in a laboratory visit and parents also completed a 7-day online diary regarding children’s gratitude. Decomposing specific indirect effects within a structural equation model, we found that parents high in gratitude were more likely to set goals to use niche selection as a gratitude socialization strategy, and thereby more likely to place their children in gratitude-related activities. Placement in these activities, in turn, was associated with more frequent expression of gratitude in children. We describe future directions for research on parents’ role in socializing gratitude in their children.}, number={2}, journal={APPLIED DEVELOPMENTAL SCIENCE}, author={Rothenberg, William A. and Hussong, Andrea M. and Langley, Hillary A. and Egerton, Gregory A. and Halberstadt, Amy G. and Coffman, Jennifer L. and Mokrova, Irina and Costanzo, Philip R.}, year={2017}, pages={106–120} }
 @article{mirabile_oertwig_halberstadt_2018, title={Parent emotion socialization and children's socioemotional adjustment: when is supportiveness no longer supportive?}, volume={27}, ISSN={["1467-9507"]}, DOI={10.1111/sode.12226}, abstractNote={AbstractParents' supportive emotion socialization behaviors promote children's socioemotional competence in early childhood, but the nature of parents' supportiveness may change over time, as children continue to develop their emotion‐related abilities and enter contexts that require more complex and nuanced social skills and greater autonomy. To test whether associations between parents' supportiveness of children's negative emotions and children's socioemotional adjustment vary with child age, 81 parents of 3‐ to 6‐year‐old children completed questionnaires assessing their responses to children's negative emotions and their children's emotion regulation, lability, social competence, and behavioral adjustment. As predicted, child age moderated the associations between parents' supportiveness and children's socioemotional adjustment. For younger children, parents' supportiveness predicted better emotion regulation and less anxiety/internalizing and anger/externalizing problems. However, for older children, these associations were reversed, suggesting that socialization strategies which were supportive for younger children may fail to foster socioemotional competence among 5‐ to 6‐year‐old children. These results suggest the importance of considering emotion socialization as a dynamic, developmental process, and that parents' socialization of children's emotions might need to change in response to children's developing emotional competencies and social demands.}, number={3}, journal={SOCIAL DEVELOPMENT}, author={Mirabile, Scott P. and Oertwig, Dejah and Halberstadt, Amy G.}, year={2018}, month={Aug}, pages={466–481} }
 @article{garrett-peters_castro_halberstadt_2017, title={Parents' beliefs about children's emotions, children's emotion understanding, and classroom adjustment in middle childhood}, volume={26}, ISSN={["1467-9507"]}, DOI={10.1111/sode.12222}, abstractNote={AbstractTo explore how parental socialization of emotion may influence children's emotion understanding, which then guides children's interpretations of emotion‐related situations across contexts, we examined the pathways between socialization of emotion and children's adjustment in the classroom, with children's emotion understanding as an intervening variable. Specifically, children's emotion understanding was examined as a mediator of associations between mothers' beliefs about the value and danger of children's emotions and children's adjustment in the classroom within an SEM framework. Classroom adjustment was estimated as a latent variable and included social, emotional, and behavioral indices. Covariates included maternal education, and child gender and ethnicity. Participants were a diverse group of 201 third‐graders (116 African American, 81 European American, 4 Biracial; 48.8% female), their mothers, and teachers. Results revealed that emotion‐related beliefs (value and danger) had no direct influence on classroom adjustment. However, children whose mothers endorsed the belief that emotions are dangerous demonstrated less emotion understanding and were less well‐adjusted in the classroom. Mothers' belief that emotions are valuable was not independently associated with emotion understanding. Findings point to the important role of emotion understanding in children's development across contexts (family, classroom) and developmental domains (social, emotional, behavioral) during the middle childhood years.}, number={3}, journal={SOCIAL DEVELOPMENT}, author={Garrett-Peters, Patricia T. and Castro, Vanessa L. and Halberstadt, Amy G.}, year={2017}, month={Aug}, pages={575–590} }
 @article{halberstadt_langley_hussong_rothenberg_coffman_mokrova_costanzo_2016, title={Parents' understanding of gratitude in children: A thematic analysis}, volume={36}, ISSN={["1873-7706"]}, DOI={10.1016/j.ecresq.2016.01.014}, abstractNote={Current definitions of gratitude are based primarily on research with adults about their own experiences of gratitude, yet what children are grateful for, and how they understand, experience, and express gratitude may be very different. To better understand the forms that gratitude may take in children, we asked 20 parents in six focus groups to talk about their views of gratitude in young children. Parents had at least one child who was 6–9 years old. Sessions were conducted in the children's schools and lasted for one hour. Transcripts were examined using inductive analysis and three types of saturation were achieved. Parents described children as grateful for both tangible and intangible gifts, and identified multiple cognitive, emotional, and behavioral aspects of gratitude in their children. Gratitude was understood to be a momentary experience, a more enduring feeling, and a way of being, suggesting a more continuous perspective regarding the duration of gratitude. Parents identified four cognitive and emotional barriers that are effectively opposites of gratitude. Parents also recognized that gratitude develops in children over time. Implications for understanding gratitude from a developmental perspective, as well as suggestions for future research in the development of children's gratitude are discussed.}, journal={EARLY CHILDHOOD RESEARCH QUARTERLY}, author={Halberstadt, Amy G. and Langley, Hillary A. and Hussong, Andrea M. and Rothenberg, William A. and Coffman, Jennifer L. and Mokrova, Irina and Costanzo, Philip R.}, year={2016}, pages={439–451} }
 @article{castro_halberstadt_garrett-peters_2016, title={A Three-factor Structure of Emotion Understanding in Third-grade Children}, volume={25}, ISSN={["1467-9507"]}, DOI={10.1111/sode.12162}, abstractNote={AbstractTheoretical conceptualizations of emotion understanding generally imply a two‐factor structure comprised of recognition of emotional expressions and understanding emotion‐eliciting situations. We tested this structure in middle childhood and then explored the unique predictive value of various facets of emotion understanding in explaining children's socioemotional competence. Participants were 201 third‐grade children and their mothers. Children completed five different measures, which provided eight distinct indices of emotion understanding. Mothers completed two questionnaires assessing children's socioemotional skills and problems. Results indicated that: (a) emotion understanding in third‐grade children was differentiated into three unique factors: Prototypical Emotion Recognition, Prototypical Emotion Knowledge, and Advanced Emotion Understanding, (b) skills within factors were modestly related, (c) factors varied in complexity, supporting theoretical and empirical models detailing developmental sequencing of skills, and (d) skills in Prototypical Emotion Knowledge were uniquely related to mothers’ reports of third‐grade children's socioemotional competence. Implications regarding elementary‐school‐age children's social cognitive development are discussed.}, number={3}, journal={SOCIAL DEVELOPMENT}, author={Castro, Vanessa L. and Halberstadt, Amy G. and Garrett-Peters, Patricia}, year={2016}, month={Aug}, pages={602–622} }
 @article{castro_cheng_halberstadt_gruhn_2016, title={EUReKA! A Conceptual Model of Emotion Understanding}, volume={8}, ISSN={["1754-0747"]}, DOI={10.1177/1754073915580601}, abstractNote={ The field of emotion understanding is replete with measures, yet lacks an integrated conceptual organizing structure. To identify and organize skills associated with the recognition and knowledge of emotions, and to highlight the focus of emotion understanding as localized in the self, in specific others, and in generalized others, we introduce the conceptual framework of Emotion Understanding in Recognition and Knowledge Abilities (EUReKA). We then categorize 56 existing methods of emotion understanding within this framework to highlight current gaps and future opportunities in assessing emotion understanding across the lifespan. We hope the EUReKA model provides a systematic and integrated framework for conceptualizing and measuring emotion understanding for future research. }, number={3}, journal={EMOTION REVIEW}, author={Castro, Vanessa L. and Cheng, Yanhua and Halberstadt, Amy G. and Gruhn, Daniel}, year={2016}, month={Jul}, pages={258–268} }
 @article{rogers_halberstadt_castro_maccormack_garrett-peters_2016, title={Maternal Emotion Socialization Differentially Predicts Third-Grade Children's Emotion Regulation and Lability}, volume={16}, ISSN={["1931-1516"]}, DOI={10.1037/emo0000142}, abstractNote={Numerous parental emotion socialization factors have been implicated as direct and indirect contributors to the development of children's emotional competence. To date, however, no study has combined parents' emotion-related beliefs, behaviors, and regulation strategies in one model to assess their cumulative-as well as unique-contributions to children's emotion regulation. We considered the 2 components that have recently been distinguished: emotion regulation and emotional lability. We predicted that mothers' beliefs about the value of and contempt for children's emotions, mothers' supportive and nonsupportive reactions to their children's emotions, as well as mothers' use of cognitive reappraisal and suppression of their own emotions would each contribute unique variance to their children's emotion regulation and lability, as assessed by children's teachers. The study sample consisted of an ethnically and socioeconomically diverse group of 165 mothers and their third-grade children. Different patterns emerged for regulation and lability: Controlling for family income, child gender, and ethnicity, only mothers' lack of suppression as a regulatory strategy predicted greater emotion regulation in children, whereas mothers' valuing of children's emotions, mothers' lack of contempt for children's emotions, mothers' use of cognitive reappraisal to reinterpret events, and mothers' lack of emotional suppression predicted less lability in children. These findings support the divergence of emotion regulation and lability as constructs and indicate that, during middle childhood, children's lability may be substantially and uniquely affected by multiple forms of parental socialization.}, number={2}, journal={EMOTION}, author={Rogers, Megan L. and Halberstadt, Amy G. and Castro, Vanessa L. and MacCormack, Jennifer K. and Garrett-Peters, Patricia}, year={2016}, month={Mar}, pages={280–291} }
 @article{brown_craig_halberstadt_2015, title={Parent Gender Differences in Emotion Socialization Behaviors Vary by Ethnicity and Child Gender}, volume={15}, ISSN={["1532-7922"]}, DOI={10.1080/15295192.2015.1053312}, abstractNote={SYNOPSIS Objective. This study examined ethnicity (African American, European American, and Lumbee American Indian) and child gender as moderators of gender differences in parents’ emotion socialization behaviors. Design. Mothers and fathers from two samples responded to questionnaires assessing self-expressiveness in the family (N = 196) or reactions to children’s negative emotions (N = 299). Results. Differences between mothers and fathers varied as a function of ethnicity. Mothers and fathers showed similar levels of negative expressiveness in European American and African American families, whereas fathers were more negatively expressive than mothers in Lumbee families. Mothers reported more supportive reactions than fathers among European Americans and Lumbees, but African American mothers and fathers reported nearly equal levels of supportive reactions. Parent gender × ethnicity interactions were further moderated by child gender. Mothers were generally more supportive of girls’ negative emotions than fathers across all ethnicities. For boys, however, parent gender differences in supportive reactions to negative emotions varied by ethnicity. Mothers were more supportive than fathers among European American parents of boys, but mothers were less supportive than fathers among African American parents of boys. Conclusions. Results highlight the contextualized nature of emotion socialization, and the need to consider ethnicity and child gender as influences on mothers’ and fathers’ gender-specific emotion socialization.}, number={3}, journal={PARENTING-SCIENCE AND PRACTICE}, author={Brown, Geoffrey L. and Craig, Ashley B. and Halberstadt, Amy G.}, year={2015}, month={Jul}, pages={135–157} }
 @article{lozada_halberstadt_craig_dennis_dunsmore_2016, title={Parents' Beliefs about Children's Emotions and Parents' Emotion-Related Conversations with Their Children}, volume={25}, ISSN={["1573-2843"]}, DOI={10.1007/s10826-015-0325-1}, number={5}, journal={JOURNAL OF CHILD AND FAMILY STUDIES}, author={Lozada, Fantasy T. and Halberstadt, Amy G. and Craig, Ashley B. and Dennis, Paul A. and Dunsmore, Julie C.}, year={2016}, month={May}, pages={1525–1538} }
 @article{halberstadt_beale_meade_craig_parker_2015, title={Anger in families: Individual and dyadic contributions}, volume={32}, ISSN={["1460-3608"]}, DOI={10.1177/0265407514552617}, abstractNote={ We addressed three questions about anger in the family, including the derivation of anger, the presence of anger contagion, and the degree to which family members share perceptions about anger in the family. Seventh-grade children, mothers, and fathers independently reported on the frequency and intensity of anger in six family relationships (child to mother, mother to child, child to father, father to child, mother to father, and father to mother). Analyses based on the social relations model revealed that family members share the belief that anger in the family is the result of individuals’ own styles of anger and, to a lesser degree, is created within unique relationships. Family members also recognized emotion contagion effects across all familial relationships. Overall, children, mothers, and fathers seemed to share perceptions about anger in the family with one exception. Implications for further research and family relationships are discussed. }, number={6}, journal={JOURNAL OF SOCIAL AND PERSONAL RELATIONSHIPS}, author={Halberstadt, Amy G. and Beale, Karen S. and Meade, Adam W. and Craig, Ashley B. and Parker, Alison E.}, year={2015}, month={Sep}, pages={810–828} }
 @article{castro_halberstadt_lozada_craig_2015, title={Parents' emotion-related beliefs, behaviours, and skills predict children's recognition of emotion}, volume={24}, DOI={10.1002/icd.1868}, abstractNote={Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school‐aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion‐related beliefs, behaviours, and skills. We examined parents' beliefs about the value of emotion and guidance of children's emotion, parents' emotion labelling and teaching behaviours, and parents' skill in recognizing children's emotions in relation to their school‐aged children's emotion recognition skills. Sixty‐nine parent–child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents' beliefs, behaviours, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood and add to accumulating evidence suggesting important age‐related shifts in the relation between parental emotion socialization and child emotional development. Copyright © 2014 John Wiley & Sons, Ltd.}, number={1}, journal={Infant and Child Development}, author={Castro, V. L. and Halberstadt, A. G. and Lozada, F. T. and Craig, A. B.}, year={2015}, pages={1–22} }
 @article{halberstadt_dunsmore_bryant_parker_beale_thompson_2013, title={Development and Validation of the Parents' Beliefs About Children's Emotions Questionnaire}, volume={25}, ISSN={["1939-134X"]}, DOI={10.1037/a0033695}, abstractNote={Parents' beliefs about children's emotions comprise an important aspect of parental emotion socialization and may relate to children's mental health and well-being. Thus, the goal of this study was to develop the multifaceted Parents' Beliefs About Children's Emotions (PBACE) questionnaire. Central to our work was inclusion of multiple ethnic groups throughout the questionnaire development process, from initial item creation through assessment of measurement invariance and validity. Participants included 1,080 African American, European American, and Lumbee American Indian parents of 4- to 10-year-old children who completed the initial item pool for the PBACE. Exploratory factor analyses were conducted with 720 of these parents to identify factor structure and reduce items. Confirmatory factor analysis was then conducted with a holdout sample of 360 parents to evaluate model fit and assess measurement invariance across ethnicity and across parent gender. Finally, validity of the PBACE scales was assessed via correlations with measures of parental emotional expressivity and reactions to children's emotions. The PBACE is composed of 33 items in 7 scales. All scales generally demonstrated measurement invariance across ethnic groups and parent gender, thereby allowing interpretations of differences across these ethnic groups and between mothers and fathers as true differences rather than by-products of measurement variance. Initial evidence of discriminant and construct validity for the scale interpretations was also obtained. Results suggest that the PBACE will be useful for researchers interested in emotion-related socialization processes in diverse ethnic groups and their impact on children's socioemotional outcomes and well-being. (PsycINFO Database Record (c) 2013 APA, all rights reserved).}, number={4}, journal={PSYCHOLOGICAL ASSESSMENT}, author={Halberstadt, Amy G. and Dunsmore, Julie C. and Bryant, Alfred, Jr. and Parker, Alison E. and Beale, Karen S. and Thompson, Julie A.}, year={2013}, month={Dec}, pages={1195–1210} }
 @article{dennis_halberstadt_2013, title={Is believing seeing? The role of emotion-related beliefs in selective attention to affective cues}, volume={27}, ISSN={["1464-0600"]}, DOI={10.1080/02699931.2012.680578}, abstractNote={Attentional disengagement from negative affective information and engagement toward positive affective information appears to reflect an avoidant coping mechanism, one that may be associated with the belief that negative emotions are dangerous or undesirable (BNED). To test this hypothesis, we conducted two studies using a dot-probe task measuring attentional preference among college undergraduates. In the first study, BNED was associated with an attentional preference for positive facial cues over negative facial cues, evident after 1000 ms of exposure. In the second study, we included three exposure-time conditions; BNED appeared to be associated with an early disengagement from negative facial cues between 500 and 750 ms post-exposure and a subsequent orientation toward positive facial cues between 750 and 1000 ms post-exposure. We discuss these results in relation to avoidant coping and the relationship between anxiety and attention to affective cues.}, number={1}, journal={COGNITION & EMOTION}, author={Dennis, Paul A. and Halberstadt, Amy G.}, year={2013}, month={Jan}, pages={3–20} }
 @article{parker_halberstadt_dunsmore_townley_bryant_thompson_beale_2012, title={"Emotions are a window into one's heart": A qualitative analysis of parental beliefs about children's emotions across three ethnic groups}, volume={77}, number={3}, journal={Monographs of the Society for Research in Child Development}, author={Parker, A. E. and Halberstadt, A. G. and Dunsmore, J. C. and Townley, G. and Bryant, A. and Thompson, J. A. and Beale, K. S.}, year={2012}, pages={1-} }
 @article{halberstadt_dennis_hess_2011, title={The Influence of Family Expressiveness, Individuals' Own Emotionality, and Self-Expressiveness on Perceptions of Others' Facial Expressions}, volume={35}, ISSN={["0191-5886"]}, DOI={10.1007/s10919-010-0099-5}, number={1}, journal={JOURNAL OF NONVERBAL BEHAVIOR}, author={Halberstadt, Amy G. and Dennis, Paul A. and Hess, Ursula}, year={2011}, month={Mar}, pages={35–50} }
 @article{stelter_halberstadt_2011, title={The Interplay Between Parental Beliefs about Children's Emotions and Parental Stress Impacts Children's Attachment Security}, volume={20}, ISSN={["1522-7219"]}, DOI={10.1002/icd.693}, abstractNote={AbstractThis study investigated how parental beliefs about children's emotions and parental stress relate to children's feelings of security in the parent–child relationship. Models predicting direct effects of parental beliefs and parental stress, and moderating effects of parental stress on the relationship between parental beliefs and children's feelings of security were tested. Participants were 85 African American, European American, and Lumbee American Indian 4th and 5th grade children and one of their parents. Children reported their feelings of security in the parent–child relationship; parents independently reported on their beliefs and their stress. Parental stress moderated relationships between three of the four parental beliefs about the value of children's emotions and children's attachment security. When parent stress was low, parental beliefs accepting and valuing children's emotions were not related to children's feelings of security; when parent stress was high, however, parental beliefs accepting and valuing children's emotions were related to children's feelings of security. These findings highlight the importance of examining parental beliefs and stress together for children's attachment security. Copyright © 2010 John Wiley & Sons, Ltd.}, number={3}, journal={INFANT AND CHILD DEVELOPMENT}, author={Stelter, Rebecca L. and Halberstadt, Amy G.}, year={2011}, pages={272–287} }
 @article{wong_mcelwain_halberstadt_2009, title={Parent, Family, and Child Characteristics: Associations With Mother- and Father-Reported Emotion Socialization Practices}, volume={23}, ISSN={["0893-3200"]}, DOI={10.1037/a0015552}, abstractNote={The present research examined parental beliefs about children's negative emotions, parent-reported marital conflict/ambivalence, and child negative emotionality and gender as predictors of mothers' and fathers' reported reactions to their kindergarten children's negative emotions and self-expressiveness in the family (N = 55, two-parent families). Models predicting parents' nonsupportive reactions and negative expressiveness were significant. For both mothers and fathers, more accepting beliefs about children's negative emotions were associated with fewer nonsupportive reactions, and greater marital conflict/ambivalence was associated with more negative expressiveness. Furthermore, interactions between child negative emotionality and parental resources (e.g., marital conflict/ambivalence; accepting beliefs) emerged for fathers' nonsupportive reactions and mothers' negative expressiveness. In some instances, child gender acted as a moderator such that associations between parental beliefs about emotions and the emotion socialization outcomes emerged when child and parent gender were concordant.}, number={4}, journal={JOURNAL OF FAMILY PSYCHOLOGY}, author={Wong, Maria S. and McElwain, Nancy L. and Halberstadt, Amy G.}, year={2009}, month={Aug}, pages={452–463} }
 @article{dunsmore_her_halberstadt_perez-rivera_2009, title={Parents' Beliefs about Emotions and Children's Recognition of Parents' Emotions}, volume={33}, ISSN={["1573-3653"]}, DOI={10.1007/s10919-008-0066-6}, abstractNote={This study investigated parents’ emotion-related beliefs, experience, and expression, and children’s recognition of their parents’ emotions with 40 parent-child dyads. Parents reported beliefs about danger and guidance of children’s emotions. While viewing emotion-eliciting film clips, parents self-reported their emotional experience and masking of emotion. Children and observers rated videos of parents watching emotion-eliciting film clips. Fathers reported more masking than mothers and their emotional expressions were more difficult for both observers and children to recognize compared with mothers’ emotional expressions. For fathers, but not mothers, showing clearer expressions was related to children’s general skill at recognizing emotional expressions. Parents who believe emotions are dangerous reported greater masking of emotional expression. Contrary to hypothesis, when parents strongly believe in guiding their child’s emotion socialization, children showed less accurate recognition of their parents’ emotions.}, number={2}, journal={JOURNAL OF NONVERBAL BEHAVIOR}, author={Dunsmore, Julie C. and Her, Pa and Halberstadt, Amy G. and Perez-Rivera, Marie B.}, year={2009}, month={Jun}, pages={121–140} }
 @article{thompson_halberstadt_2008, title={Children's accounts of sibling jealousy and their implicit theories about relationships}, volume={17}, ISSN={["1467-9507"]}, DOI={10.1111/j.1467-9507.2007.00435.x}, abstractNote={AbstractIn two studies, fifth‐ and sixth‐grade children's descriptive accounts of sibling jealousy were related to their implicit theories about relationships. Children's jealousy accounts were collected via structured interviews; their implicit theories were assessed by questionnaire. In both studies, children reported experiencing mild to moderate jealousy with diverted attention and favoritism as primary causes. In Study 1 (N = 63; M age = 11 years, 9 months), children who endorsed malleable (incremental) theories about relationships reported longer and more intense jealousy than children who reported fixed (entity) theories about relationships. Findings from Study 2 (N = 42; M age = 10 years, 9 months) replicated Study 1 and additionally demonstrated that malleable theorists' time being jealous was spent generating more mastery‐oriented ways to deal with the situation as compared to fixed theorists.}, number={3}, journal={SOCIAL DEVELOPMENT}, author={Thompson, Julie A. and Halberstadt, Amy G.}, year={2008}, pages={488–511} }
 @article{halberstadt_thompson_payer_dunsmore_2008, title={Parents' Emotion-Related Beliefs and Behaviours in Relation to Children's Coping with the 11 September 2001 Terrorist Attacks}, volume={17}, ISSN={["1522-7219"]}, DOI={10.1002/icd.569}, abstractNote={AbstractTo assess relationships between parental socialization of emotion and children's coping following an intensely emotional event, parents' beliefs and behaviours regarding emotion and children's coping strategies were investigated after a set of terrorist attacks. Parents (n=51) filled out the Parents' Beliefs about Negative Emotions questionnaire and were interviewed within two weeks of the attacks. Their elementary and middle school‐aged children were interviewed eight weeks later. First, parents' beliefs were related to two kinds of parental behaviours. Parents' beliefs about both the value of and the danger of children's emotions were positively related to their discussion with their children. Parents' belief about children's emotions as dangerous was also negatively related to parents' expressiveness with their children. Second, parents' beliefs were related to five kinds of coping strategies reported by their children. Parents' belief about children's emotions as valuable predicted children's problem‐solving, emotion‐oriented, and support‐seeking coping following the terrorist attacks. Parents' belief about children's emotions as dangerous predicted children's avoidance and distraction coping following the attacks. Parents' beliefs about the importance of children's emotions may foster a family atmosphere that facilitates children's coping with intensely emotional events. Results support differentiated, multi‐faceted analysis of the broader construct of parental beliefs. Copyright © 2008 John Wiley & Sons, Ltd.}, number={6}, journal={INFANT AND CHILD DEVELOPMENT}, author={Halberstadt, Am G. and Thompson, Julie A. and Payer, Alison E. and Dunsmore, Julie C.}, year={2008}, pages={557–580} }
 @article{halberstadt_parker_2007, title={Function, structure, and process as independent dimensions in research on emotion}, volume={14}, ISSN={["1468-2850"]}, DOI={10.1111/j.1468-2850.2007.00099.x}, abstractNote={Several conceptual points regarding the measurement of emotion in developing individuals are considered: (a) questions should guide measurement rather than vice versa, (b) divergent outcomes across multiple measures are informative rather than worrisome, (c) measures can assess multiple dimensions of emotion (structure and function), (d) emotions are dynamic processes occurring within changing individuals in changing relationships, (e) emotions and emotional regulation are inextricably interwoven, (f) the affective social competence model allows for the study of dynamic aspects of emotion competence in dynamic ways, within relationships, and across diverse cultures, and (g) the study of emotional competence is useful for interventions with clinical populations.}, number={4}, journal={CLINICAL PSYCHOLOGY-SCIENCE AND PRACTICE}, author={Halberstadt, Amy G. and Parker, Alison E.}, year={2007}, month={Dec}, pages={402–406} }
 @article{mcelwain_halberstadt_volling_2007, title={Mother- and father-reported reactions to children's negative emotions: Relations to young children's emotional understanding and friendship quality}, volume={78}, ISSN={["0009-3920"]}, DOI={10.1111/j.1467-8624.2007.01074.x}, abstractNote={Mother‐ and father‐reported reactions to children’s negative emotions were examined as correlates of emotional understanding (Study 1, N = 55, 5‐ to 6‐year‐olds) and friendship quality (Study 2, N = 49, 3‐ to 5‐year‐olds). Mothers’ and fathers’ supportive reactions together contributed to greater child–friend coordinated play during a sharing task. Further, when one parent reported low support, greater support by the other parent was related to better understanding of emotions and less intense conflict with friends (for boys only). When one parent reported high support, however, greater support by the other parent was associated with less optimal functioning on these outcomes. Results partially support the notion that children benefit when parents differ in their reactions to children’s emotions.}, number={5}, journal={CHILD DEVELOPMENT}, author={McElwain, Nancy L. and Halberstadt, Amy G. and Volling, Brenda L.}, year={2007}, pages={1407–1425} }
 @article{dunsmore_halberstadt_eaton_robinson_2005, title={Mothers' typical and event-specific positive expressions influence children's memory for events}, volume={14}, ISSN={["1467-9507"]}, DOI={10.1111/j.1467-9507.2005.00305.x}, abstractNote={AbstractMothers (N=67) taught their preschool children crafts while varying emotional expressions (delight, irritation). Mothers’ typical expressive styles were assessed by questionnaire. After three weeks, children's memory was assessed with a free‐recall interview followed by re‐enactment of craft‐making with an interviewer. Children of mothers high in positive expressiveness had more elaborate recall when mothers expressed delight rather than irritation. Children of mothers low in positive expressiveness re‐enacted more event details when their mothers were less varied in expression rather than expressive of emotion in general or delight in particular, and had more elaborate recall when their mothers expressed irritation rather than delight. Findings suggest that children remember more when their mother's emotional expressions during an event fit her typical style.}, number={2}, journal={SOCIAL DEVELOPMENT}, author={Dunsmore, JC and Halberstadt, AG and Eaton, KL and Robinson, ML}, year={2005}, pages={339–360} }
 @article{dunsmore_halberstadt_robinson_2004, title={Mothers' negative evaluations of their children's performances enhance boys' memories for crafts}, volume={165}, number={4}, journal={Journal of Genetic Psychology}, author={Dunsmore, J. C. and Halberstadt, A. G. and Robinson, M. L.}, year={2004}, pages={345–365} }
 @article{halberstadt_eaton_2002, title={A Meta-Analysis of Family Expressiveness and Children's Emotion Expressiveness and Understanding}, volume={34}, DOI={10.1300/j002v34n01_03}, abstractNote={SUMMARY We assessed associations between family styles of expressing emotion and children's expressive styles and skill in understanding emotion. We used a meta-analytic strategy for synthesizing the studies in these two areas, and we examined moderating variables of emotion valence, age group, and measurement diversity in the relationship between family expressiveness and outcomes in children. For emotional expressiveness, positive family expressiveness and positive children's expressiveness were consistently associated across age, but negative family expressiveness and negative children's expressiveness were linearly and curvilinearly related across age, with a U-shaped relationship. For emotion understanding, positive family expressiveness and children's understanding were not related at any age. Negative and negative-submissive family expressiveness and children's emotion understanding tended to be related across age, both linearly and curvilinearly (an inverted U-shaped relationship). Explanations for these relations and future goals for research are discussed.}, number={02-Jan}, journal={Marriage & Family Review}, author={Halberstadt, A. G. and Eaton, K. L.}, year={2002}, pages={35–62} }
 @misc{halberstadt_denham_dunsmore_2001, title={Affective social competence}, volume={10}, ISSN={["1467-9507"]}, DOI={10.1111/1467-9507.00150}, abstractNote={A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dynamic integration of the components is emphasized and potential mediating factors are outlined. The model is placed within the context of previous research and theory related to affective social competence; how the model advances future research is also explicated for each component. Research with special populations of children is described to highlight the importance of affective social competence in social relationships and the promise of the ASC model for future research and practice.}, number={1}, journal={SOCIAL DEVELOPMENT}, author={Halberstadt, AG and Denham, SA and Dunsmore, JC}, year={2001}, pages={79–119} }
 @article{halberstadt_dunsmore_2001, title={Spinning the pinwheel, together: More thoughts on affective social competence}, volume={10}, ISSN={["0961-205X"]}, DOI={10.1111/1467-9507.00153}, abstractNote={Social DevelopmentVolume 10, Issue 1 p. 130-136 Spinning the Pinwheel, Together: More Thoughts on Affective Social Competence Amy G. Halberstadt, Amy G. Halberstadt North Carolina State University,Search for more papers by this authorJulie C. Dunsmore, Julie C. Dunsmore Hamilton College,Search for more papers by this authorSusanne A. Denham, Susanne A. Denham George Mason UniversitySearch for more papers by this author Amy G. Halberstadt, Amy G. Halberstadt North Carolina State University,Search for more papers by this authorJulie C. Dunsmore, Julie C. Dunsmore Hamilton College,Search for more papers by this authorSusanne A. Denham, Susanne A. Denham George Mason UniversitySearch for more papers by this author First published: 21 April 2002 https://doi.org/10.1111/1467-9507.00153Citations: 8AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume10, Issue1February 2001Pages 130-136 RelatedInformation}, number={1}, journal={SOCIAL DEVELOPMENT}, author={Halberstadt, AG and Dunsmore, JC}, year={2001}, pages={130–136} }
 @article{eaton_halberstadt_2000, title={Gender, emotion and the family}, volume={24}, ISSN={["0361-6843"]}, DOI={10.1177/036168430002400402}, abstractNote={disorders. Rider’s psychology of women text offers rather extensive analyses of power and behatior, personality and gender, and the effects and process of ha\ing children, topics the Brannon text does not feature as prominently. Conversely, Brannon’s gender text offers greater discussion of emotion and gender, stereoQping of both sexes, and the effects of gender on friendships. Brannon’s text is written clearly, but its very comprehensive treatment of sometimes contradictory research findings and intricate theoretical debates might be challenging for some firstand second-year undergraduates. The writing is, at times, dry and less entertaining than Rider’s, although the boxes on “Gendered Voices” and “Diversity Highlights” help to supplement the extensive literature reviews by providing illuminating individual perspectives. Brannon’s use of graphs and photographs is less effective than Rider’s, but Brannon’s text does include annotated chapter sections on “Suggested Readings” that are just as useful as those included in the Rider text. Brannon’s text is comparable in substance and style to other gender texts already on the market (e.g., Lips, 2000) and should appeal to instructors who emphasize einpirical and objective research when teaching upper-level undergraduates. Neither of these texts is able to integrate issues of age, ethnicity, race, social class, disability, and sexual orientation in each chapter. This inability is attributable, in part, to the lack of research on diverse groups that has existed historically in psychology. Nonetheless, it is e\.ident that both authors are cognizant of the need to address issues of diversity and each attempts to do so. Rider begins her book by profiling women throughout the world and highlighting important differences in life exprctancy, literacy, and fertili? that occur as a function of location in the world. She also discusses the problems of ethnocentrism, ageism, and heterosexism in the first chapter and returns briefly to those themes in her chapter on research methods. Racial and cultural variations are briefly mentioned again (usually three or four paragraphs) in many of the other chapters in the book, but not in all. Brannon addresses issues of diversity by incorporating at least one “Diversity Highlight” into each chapter. These boxes offer vignettes, research study summaries, and cross-cultural comparisons that are helpful for understanding that the ex-erience and study of women is in large part affected by an array of variables that interact with gender. Relatively few discussions of diversity are found in the main body of this text, with the exception of sections on homosexuality and bisexuality in the chapter entitled “Sexuality.” Both of the texts rebiewed here are fine overviews of the current literature on gender similarity, difference, and development, and women’s experiences, but neither does a masterful job of incorporating issues of diversity. Brannon’s book is on a par with a number of other gender texts that have been on the market for the past decade, and Rider’s work fares very well in comparison to other texts on the psychology of women. Which text one chooses will depend predominantly on the type of course and student being taught.}, number={4}, journal={PSYCHOLOGY OF WOMEN QUARTERLY}, author={Eaton, KL and Halberstadt, AG}, year={2000}, month={Dec}, pages={379–380} }
 @article{carpenter_halberstadt_2000, title={Mothers' reports of events causing anger differ across family relationships}, volume={9}, ISSN={["0961-205X"]}, DOI={10.1111/1467-9507.00138}, abstractNote={Mother’s reports of anger causes within the family were analyzed in terms of the family relationships of the persons experiencing and eliciting anger and three independent components of the anger‐eliciting event—Type of Cause, Focus of Anger, and Temporal Specificity. Mothers’ reports suggest substantial differences (a) in anger causes across relationships, (b) depending on whether parents or children were experiencing or eliciting anger events, and (c) for the three independent components of the anger events. For example, for type of cause, mothers’ reports indicated more expectancy violations for parents’ than children’s anger, but more goal blockages for children’s than parents’ anger. Also, elicitormattered; mothers’ reports indicated more goal blockages elicited by parents than by children, but more expectancy violations elicited by children than by parents. These patterns are interpreted in terms of differential power and status within the family.}, number={4}, journal={SOCIAL DEVELOPMENT}, author={Carpenter, S and Halberstadt, AG}, year={2000}, pages={458–477} }
 @article{halberstadt_1998, title={Of models and mechanisms}, volume={9}, ISSN={["1047-840X"]}, DOI={10.1207/s15327965pli0904_9}, abstractNote={Lacey, J. I. (1967). Somatic response patterning and stress: Some revisions of activation theory. In M. H. Appley & R. Trumbull (Eds.), Psychological stress: Issues in research (pp. 14-37). Englewood Cliffs, NJ: Prentice Hall. Lindsley, D. B. (1951). Emotion. In S. S. Stevens (Ed.), Handbook of experimental psychology (pp. 473-516). New York: Wiley. Malmo, R. B. (1959). Activation: A neuropsychological dimension. Psychological Review, 66, 367-386. Parrott, W. G. (1993). Beyond hedonism: Motives for inhibiting good moods and for maintaining bad moods. In D. M. Wegner & J. W. Pennebaker (Eds.), Handbook of mental control (pp. 278-308). Englewood Cliffs, NJ: Prentice Hall. Selye, H. (1956). The stress of life. New York: McGraw-Hill. Thompson, R. A. (1990). Emotion and self-regulation. In R. A. Thompson (Ed.), Nebraska symposium on motivation: Vol. 36. Socioemotional development (pp. 367-467). Lincoln: University of Nebraska Press. Tomaka, J., Blascovich, J., Kelsey, R. M., & Leitten, C. L. (1993). Subjective, physiological, and behavioral effects of threat and challenge appraisal. Journal of Personality and Social Psychology, 65, 248-260.}, number={4}, journal={PSYCHOLOGICAL INQUIRY}, author={Halberstadt, AG}, year={1998}, pages={290–294} }
 @article{hall_halberstadt_obrien_1997, title={''Subordination'' and nonverbal sensitivity: A study and synthesis of findings based on trait measures}, volume={37}, ISSN={["0360-0025"]}, DOI={10.1023/A:1025608105284}, number={5-6}, journal={SEX ROLES}, author={Hall, JA and Halberstadt, AG and OBrien, CE}, year={1997}, month={Sep}, pages={295–317} }