Objectives: Parental meta-emotion
philosophy (PMEP) is the concept thatparents have
thoughts, feelings, and beliefs about their own emotions and their children’s
emotions. Since the introduction of this concept in 1996, many research
studies have linked PMEP with children’s psychosocial development. In 2012, a literature review was conducted of PMEP
research published from 1996-2012 and
a theoretical framework based on the findingsfrom the review was proposed. The purpose of this article is to continue the review of PMEP literature by providing an
explanation of the theoreticalfoundations
of PMEP and examine the past decade of research and the impact of that
research on our understanding of PMEP and child socialization. Methods: The researcher applied a narrative literature review
methodology to examine PMEP literature published from 2012-2023. Utilizing the Columbia College online library database, GoogleScholar, and Academia,
the researcher found a total of 9 empirical articles about PMEP that
were published in the last decade. Results: The results of this recent review further validated the theoretical framework presented in 2012,
which claims that child emotional competence acts as a mediator between PMEP
and child outcomes (child psychosocial adjustment and child peer
relationships). Recent studies found that PMEP can act as a moderating variable
(or protective factor) between challenging
family circumstances (such as family stress or increasedmaternal symptomatology) and child
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