Investigating The Effect of Joint Reading of The Stories in The Book ‘’Talk to Me’’ in Mother-Child Dyads on The Child’s Empathy and Emotional Regulation of mothers

Articles in Press

Document Type : Original Article

Authors

1 Department of Counseling, University of Hormozgan, Bandar Abbas, Iran

2 Department of Education Science , University of Hormozgan, Bandar Abbas, Iran

3 Department of Sociology, University of Hormozgan, Bandar Abbas, Iran

10.22098/jfrs.2023.12819.1117

Abstract

Introduction: Studies show that joint parent-child activities have far-reaching effects on a child's emotional, cognitive, and social development. Research also reports the significant impact of mother-child relationships on mother-child interactions. The aim of this study was investigating The Effect of Joint Reading in Mother-Child Dyads on The Child’s Empathy and Emotional Regulation of Mother



Methods: In the present study, which was conducted as quasi- experimental with control group, 20 mother-child pairs from Alborz Elementary School in Sanandaj, by quota sampling, were randomly divided into two intervention and control groups. Data collection instruments included Persian version of EmQue-CA for children and emotional self-regulation questionnaire by Hoffman and Kashdan for mothers. The mother-child pairs in the intervention group read ten stories for 10 weeks lasted thirty to forty-five minutes each with the mother and child. Data were analyzed with ANCOVA & MANCOVA method.

Results: In the intervention group, mean empathy (27.60) and mean tolerance style (21.28) increased and this difference was statistically significant (p<0.001).

conclusions: The results show that the joint reading effect on the child's empathy and the mother's emotion regulation. Reading the story helps the child to gain a better understanding of the events, and it improve mother-child interactions.

Keywords

Journal of Family Relations Studies

Articles in Press, Accepted Manuscript
Available Online from 24 August 2024

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History

  • Receive Date: 30 April 2023
  • Revise Date: 18 August 2024
  • Accept Date: 30 April 2024

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