A Three-factor Structure of Emotion Understanding in Third-grade Children.

IF 1.9 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development Pub Date : 2016-08-01 Epub Date: 2015-10-16 DOI:10.1111/sode.12162

Vanessa L Castro, Amy G Halberstadt, Patricia Garrett-Peters

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引用次数: 30

Abstract

Theoretical conceptualizations of emotion understanding generally imply a two-factor structure comprised of recognition of emotional expressions and understanding emotion-eliciting situations. We tested this structure in middle childhood and then explored the unique predictive value of various facets of emotion understanding in explaining children's socioemotional competence. Participants were 201 third-grade children and their mothers. Children completed five different measures, which provided eight distinct indices of emotion understanding. Mothers completed two questionnaires assessing children's socioemotional skills and problems. Results indicated that: (a) emotion understanding in third-grade children was differentiated into three unique factors: Prototypical Emotion Recognition, Prototypical Emotion Knowledge, and Advanced Emotion Understanding, (b) skills within factors were modestly related, (c) factors varied in complexity, supporting theoretical and empirical models detailing developmental sequencing of skills, and (d) skills in Prototypical Emotion Knowledge were uniquely related to mothers' reports of third-grade children's socioemotional competence. Implications regarding elementary-school-age children's social cognitive development are discussed.

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三年级儿童情绪理解的三因素结构。

情绪理解的理论概念通常暗示了一个双因素结构，包括对情绪表达的识别和对情绪引发情境的理解。我们在儿童中期测试了这一结构，然后探索了情绪理解的各个方面在解释儿童社会情绪能力方面的独特预测价值。参与者是201名三年级儿童和他们的母亲。孩子们完成了五项不同的测试，这些测试提供了八种不同的情绪理解指数。母亲们完成了两份评估孩子社会情感技能和问题的问卷。结果表明:(a)三年级儿童情绪理解被划分为三个独特的因素:原型情绪认知、原型情绪知识和高级情绪理解，(b)因素内的技能有适度的相关性，(c)因素的复杂性不同，支持详细描述技能发展顺序的理论和实证模型，(d)原型情绪知识中的技能与母亲对三年级儿童社会情绪能力的报告有独特的相关性。讨论了对小学学龄儿童社会认知发展的影响。

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来源期刊

Social Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.80

自引率

0.00%

发文量

期刊介绍： Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.