On-Line Materials

1. Coping with Children's Negative Emotions Scale (CCNES)

TO DOWNLOAD THE COMPLETE SCALE (as PDF FILE - 20K):

2. Psychometrics Properties of the CCNES

in Journal of Marriage & Family Review (2002)

4. Meta Analysis of Sex and Age Differences in Prosocial Behavior
Download a PDF File of the complete manuscript that was partially published in:
Eisenberg, N., & Fabes, R. A. (1998). Prosocial Development. In W. Damon (Ed.),
Handbook of Child Development.

(as PDF FILE - 75K):

5. Criteria for Evaluating the Significance of Developmental Research in the 21 st Century:
Force and Counterforce
Richard A. Fabes, Carol Lynn Martin, Laura D. Hanish, and Kimberly A. Updegraff
Child Development, 2000, Vol. 71, 212-221

ABSTRACT: Since its birth approximately 100 years ago, the field of child development has undergone fluctuations in the criteria used to determine which research topics are more or less worthy of study. The purpose of this paper is to identify the forces that influence how developmental research is prioritized and evaluated and how these influences are changing as we enter the new millennium. We do so by considering the developmental researcher in context and suggest that there will be increasing pressure to use new criteria when assessing the significance of 21 st century developmental science. We review the three most commonly used forms of research validity – internal, external, and ecological – and then identify new research validities that we believe also are likely to play increasingly important roles in the next millenium. We also argue that many developmental scientists will increasingly be pressured by forces that are external to the traditional research environment and that these forces will shape the ways in which the significance of developmental research is evaluated.

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Coping with Children's Negative Emotions Scale

Purpose: To measure the degree to which parents perceive themselves as reactive to young children's (preschool through early elementary school) negative affect in distressful situations. Six subscales are derived that reflect the specific types of coping response parents tend to use in these situations.

SUBSCALES

1. Distress Reactions (DR). These items reflect the degree to which parents experience distress when children express negative affect.

2. Punitive Reactions (PR). These items reflect the degree to which parents respond with punitive reactions that decrease their exposure or need to deal with the negative emotions of their children.

3. Expressive Encouragement (EE). These items reflect the degree to which parents encourage children to express negative affect or the degree to which they validate child's negative emotional states (i.e., "it's ok to feel sad.")

4. EmotionFocused Reactions (EFR). These items reflect the degree to which parents respond with strategies that are designed to help the child feel better (i.e., oriented towards affecting the child's negative feelings).

5. ProblemFocused Reactions (PFR). These items reflect the degree to which parents help the child solve the problem that caused the child's distress (i.e., oriented towards helping the child solve his/her problem or coping with a stressor).

6. Minimization Reactions (MR). These items reflect the degree to which parents minimize the seriousness of the situation or devalue the child's problem or distressful reaction.

Please cite as follows: Fabes, R.A., Eisenberg, N., & Bernzweig, J. (1990). The Coping with Children's Negative Emotions Scale: Procedures and scoring. Available from authors. Arizona State University.

Address correspondence to Richard Fabes, Department of Family and Human Development, Arizona State University, Tempe, AZ, 85287-2502. email: rfabes@asu.edu

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Parental Use of Rewards Scale

PURPOSE: To examine parental attitudes and behaviors regarding the use of rewards to influence children's behavior. Two subscales are derived: (1) Parental Attitudes (10 items) and (2) Parental Behaviors (5 items).
Higher scores reflect more positive attitudes about the use of rewards or more use of rewards.

Citation: Fabes, R.A., Fultz, J., Eisenberg, N., Plumlee, T.M., & Christopher, F.S. (1989). The effects of rewards on
children's prosocial motivation: A socialization study. Developmental Psychology, 25, 509-515.

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Email: rfabes@asu.edu