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- Creators: Department of Psychology
Description
The purpose of this paper is to investigate the role of socialization in observed gender differences in emotional regulation. Drawing on a wide range of research regarding emotion, emotional regulation, and socialization, it is evident that the way in which boys and girls are taught to handle their emotions is not the same. Parents typically utilize an emotion-coaching philosophy with their daughters, and an emotion-dismissing philosophy with their sons, which may have detrimental consequences for the emotional regulation of boys and men. It is likely that gender differences in the socialization of emotional regulation stem from deeply rooted gender-emotion stereotypes within Western cultures. These gender-emotion stereotypes yield negative consequences in both the lives of men and women and are still to this day being reinforced by emotion socialization. This paper has implications for parents, teachers, therapists, and other individuals or professionals dealing with students, children, men, or women struggling with or learning about emotion.
ContributorsGriffin, Montana (Author) / Swanson, Jodi (Thesis director) / Scott Lynch, Jacquelyn (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their socialization as well as other factors such as reading habits or academic achievement. Seventh and eighth grade students (n = 719) completed a survey that captured information about their technology use, their academic habits and performance, and extracurricular involvement. It was hypothesized that those involved in more extracurricular activities would use the internet more socially and that internet use would be negatively correlated to both academic performance and recreational reading. Responses indicated that a majority of students have access to technology (e.g. internet, computers, television, gaming consoles, and tablets) in their homes. Social media use differed drastically between platforms. Analyses indicated a relation between amount of extracurricular activities on social television watching and social internet use, but not on social gaming. A significant negative correlation was found between recreational reading and time spent socializing online, but there was no significant effect of these factors on academic performance. Thus, hypotheses were partially supported by the relation between amount of extracurriculars and social internet use and the negative correlation between time spent socializing online and recreational reading.
ContributorsHorner, Kate Elizabeth (Author) / McNamara, Danielle (Thesis director) / McCarthy, Kathryn (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12