The Effect of Parental Meta–emotion ‎Pattern on the Development Theory of ‎Mind among Pre-schoolers

Abstract

This study aimed to reveal the effect of parental meta – emotion ‎patterns on the theory of mind in a sample that consisted of ‎‎(174) pre – school children and their parents, who were Chosen ‎using the available method, from Irbid governorate during the ‎first semester of the academic year 2020/2021.The results ‎showed that there is a high level of the parental meta–emotion ‎pattern (rejection of negative emotions) and a medium level of ‎the patterns acceptance of negative emotion, emotion coaching ‎and feelings of uncertainty). The results also showed that there ‎are differences in the pattern of (emotion coatching) among ‎fathers due to the variable of birth arrangement in favor of the ‎first child and in the pattern (feelings of uncertainty) among ‎mothers due to the variable of gender in favor of girls and due ‎to the variable of birth arrangement in favor of the first child. ‎The results also indicated that there is a medium level of ‎development of the theory of mind, as well as the absence of ‎differences in the development of the theory of mind due to the ‎variables of the child's gender, birth order and the educational ‎level of the parents. The results also revealed that there is an ‎effect of parental meta–emotion (emotion cotching, rejection of ‎negative emotions and feelings of uncertainty) on the theory of ‎mind, where those patterns explained (%45.6) of the variance in ‎the level of performance on the tasks of the theory of mind ‎among pre-schoolers'‎.

JJES,18(3), 2022, 497-517