Development of emotional literacy and empathy among elementary-aged Japanese children

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI:10.1080/21683603.2020.1837699

Yayoi Watanabe, Yurika Motomura, Elina Saeki

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Abstract

ABSTRACT This study explored cross-sectional gender and grade level trends in emotional literacy and empathy among 634 elementary school children in Japan. Children were presented with hypothetical scenarios involving positive, negative, neutral, and mixed emotions, and identified the emotions that the characters were feeling and the intensity of their emotions. Three-hundred thirty fourth- through sixth-grade children also completed a self-report survey on empathy. Results were mixed. Grade and gender differences emerged in children’s ability to identify appropriate emotional expressions in the negative scenario but not in the other scenario types, grade and gender differences were found in the number and variety of emotion words identified, and grade but no gender differences were found in children’s ability to differentiate varying levels of perceived emotional intensity. In terms of empathy, gender but no grade level differences were found in empathy levels, and empathy and perceived emotional intensity were related. These grade and gender considerations may be incorporated in social-emotional learning curricula to enhance the utility of programs for diverse populations.

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日本小学儿童情感素养和移情能力的发展

摘要本研究探讨了日本634名小学生情感素养和共情的横截面性别和年级趋势。孩子们被呈现在包括积极、消极、中性和混合情绪的假设场景中，并识别出角色所感受到的情绪和他们情绪的强度。334至6年级的孩子也完成了一项关于同理心的自我报告调查。结果喜忧参半。儿童在消极情景中识别适当情绪表达的能力存在年级差异和性别差异，而在其他情景类型中不存在性别差异;识别情绪词汇的数量和种类存在年级差异和性别差异;区分不同程度的感知情绪强度的能力存在年级差异而无性别差异。在共情方面，共情水平存在性别差异，但不存在年级差异，共情与感知情绪强度存在相关。这些对年级和性别的考虑可以被纳入社会情感学习课程，以提高课程对不同人群的效用。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.

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