@article{ref1,
title="Measuring emotion socialization in schools",
journal="Journal of school health",
year="2013",
author="Horner, Christy G. and Wallace, Tanner L.",
volume="83",
number="10",
pages="697-703",
abstract="BACKGROUND: Understanding how school personnel can best support students' development of communication skills around feelings is critical to long-term health outcomes. The measurement of emotion socialization in schools facilitates future research in this area; we review existing measures of emotion socialization to assess their applicability to school-based health studies. METHODS: A content analysis of four emotion socialization measures was conducted. Inclusion criteria included: high frequency of use in prior research, established documentation of validity and reliability, and sufficient description of measurement procedures. RESULTS: Four dimensions emerged as particularly salient to a measure's future relevance and applicability to school-based health studies: (1) methods of measurement; (2) mode and agent of socialization; (3) type of emotion; and (4) structure versus function of socializing behavior. CONCLUSION: Future measurement strategies should address (1) the structures of emotion socializing processes; (2) diverse socializing agents such as teachers, peers, and administrators; (3) the intended functions of such processes; (4) student perceptions of and responses to such processes; and (5) the complex interactions of these factors across contexts. Strategies attending to these components will permit future studies of school-based emotion socializing processes to determine how they enhance health and reduce health risks.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12083",
url="http://dx.doi.org/10.1111/josh.12083"
}