J
Jackie A. Nelson
Researcher at University of Texas at Dallas
Publications - 43
Citations - 1183
Jackie A. Nelson is an academic researcher from University of Texas at Dallas. The author has contributed to research in topics: Social competence & Maternal sensitivity. The author has an hindex of 14, co-authored 39 publications receiving 950 citations. Previous affiliations of Jackie A. Nelson include University of North Carolina at Greensboro & University of Texas at Austin.
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Family stress and parental responses to children's negative emotions: tests of the spillover, crossover, and compensatory hypotheses.
TL;DR: The relations between 4 sources of family stress and the emotion socialization practice of mothers' and fathers' responses to children's negative emotions were examined and suggest that measures ofFamily stress relate to supportive and nonsupportive parental responses, though many of these relations differ by parent gender.
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African American and European American Mothers' Beliefs about Negative Emotions and Emotion Socialization Practices.
TL;DR: Differences in beliefs and practices may reflect African American mothers’ efforts to protect their children from discrimination and group differences in mothers' responses to negative emotions were explained.
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Mothers' responses to children's negative emotions and child emotion regulation: The moderating role of vagal suppression
TL;DR: Investigation of the moderating effect of children's cardiac vagal suppression on the association between maternal socialization of negative emotions and children's emotion regulation behaviors suggested physiological regulation may serve as a buffer against nonsupportive emotion socialization.
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European‐American and African‐American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social‐emotional Competence
Jackie A. Nelson,Esther M. Leerkes,Nicole B. Perry,Marion O'Brien,Susan D. Calkins,Stuart Marcovitch +5 more
TL;DR: The findings highlight the need to examine parental socialization practices from a culturally-specific lens, and problem-focused responses to children's negative emotions were positively associated with children's school competence for European American children, but expressive encouragement was negatively associated withChildren's competence for African American children.
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Longitudinal associations between children's understanding of emotions and theory of mind
Marion O'Brien,Jennifer M. Weaver,Jackie A. Nelson,Susan D. Calkins,Esther M. Leerkes,Stuart Marcovitch +5 more
TL;DR: Results of hierarchical regressions supported the first hypothesis that early emotion understanding predicts later theory-of-mind performance, and not the reverse.