Few studies have linked parental discipline with children's emotional experiences, and not much data explore children's emotional attributions to discipline linked to externalizing behaviour. With a sample from Brazil, this study examines which emotions children most aptly attribute to a protagonist facing spanking, time-out or inductive discipline for norm violations. We hypothesized that anger, sadness, and fear would have higher attribution rates at spanking or time-out, relative to inductive discipline and that happiness would have higher attribution rates at induction relative to the other discipline modalities. We expected these findings to be more pronounced in older children. Based on emotional functions, we also tested the role of neutrality and happiness attributions to discipline in children's externalizing behaviour. A two-way MANOVA, with discipline and child age as explanatory variables, showed that children attributed more anger at time-out or spanking than at induction, and more happiness and neutrality at induction than at either time-out or spanking. Older children attributed significantly more sadness and less fear or neutrality. Hierarchical regressions showed that child externalizing behaviour was negatively related to happy attributions in discipline independently of child emotion situation knowledge or demographics. The results are interpreted in light of a functional view of emotions.

中文翻译：

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谁会因为管教而生气、悲伤、害怕或高兴？情绪归因解释儿童外化行为

很少有研究将父母管教与孩子的情感经历联系起来，也没有太多数据探讨孩子对与外化行为相关的管教的情感归因。本研究以来自巴西的样本为样本，检验儿童最恰当地将哪些情绪归因于主人公面临打屁股、超时或因违反规范而受到的诱导性纪律处分。我们假设，相对于归纳管教，愤怒、悲伤和恐惧在打屁股或超时时会有更高的归因率，而相对于其他管教方式，幸福在归纳时会有更高的归因率。我们预计这些发现在年龄较大的儿童中更为明显。基于情绪功能，我们还测试了中立和快乐归因于纪律在儿童外化行为中的作用。以纪律和儿童年龄作为解释变量的双向多元方差分析表明，与诱导时相比，儿童在超时或打屁股时更多的是愤怒，而在诱导时比超时或打屁股时更多的快乐和中立。大一点的孩子明显更多的是悲伤，更少的恐惧或中立。分层回归表明，儿童外化行为与纪律中的快乐归因呈负相关，与儿童情绪情境知识或人口统计无关。根据情绪的功能观点解释结果。大一点的孩子明显更多的是悲伤，更少的恐惧或中立。分层回归表明，儿童外化行为与纪律中的快乐归因呈负相关，与儿童情绪情境知识或人口统计无关。根据情绪的功能观点解释结果。大一点的孩子明显更多的是悲伤，更少的恐惧或中立。分层回归表明，儿童外化行为与纪律中的快乐归因呈负相关，与儿童情绪情境知识或人口统计无关。根据情绪的功能观点解释结果。