The contribution of emotion socialization and attachment to adult emotion organization and regulation

Emotion biases and coping strategies are thought to stem from affective and behavioral differences within the attachment relationship as well as from differences in a parent's particular style of emotion socialization (Magai et al, 1995). The present study proposed a conceptual model that attempts to delineate the relative contribution of emotion socialization and attachment variables to adult emotion traits and emotion regulation. It was hypothesized that various emotion socialization practices and attachment styles would be independently linked to particular emotion traits and styles of emotion regulation. It was also hypothesized that, when examined together, emotion socialization would be a stronger contributor than attachment to adult emotion organization.;Three hundred and twenty-two subjects (241 females, 79 males, mean age 27) completed measures of emotion socialization, attachment, emotion regulation, and emotion traits. Results revealed associations among most of the variables predicted to be significantly correlated. In particular, punitive socialization was positively associated with trait shame and anger and with emotion expressivity. In addition, dismissiveness was associated with trait disgust and emotion inhibition, while preoccupation was associated with trait shame and anger and with emotion expressivity. And although no association between security of attachment and affective balance was found, security of attachment was associated with emotion expressivity. Moreover, certain of the emotion socialization and attachment variables appeared to jointly contribute to emotion regulation and emotion traits in adults. However, the combined effect of emotion socialization and attachment style accounted for only a small amount of the variance in emotion traits and emotion regulation. Furthermore, emotion socialization and attachment did not demonstrate a relationship in which one preceded the other in a consistent manner in the formation of emotional development. Limitations in the methodology and suggestions for reconceptualization of the proposed model are addressed.