小学早期语言障碍儿童情绪情境知识及其对同伴关系影响的调查

IF 2.6 3区 教育学 Q1 EDUCATION, SPECIAL
Constantinos Vouyoukas, Dimitra Sortsi
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引用次数: 0

摘要

摘要本研究探讨了6 - 8岁小学生语言障碍(LI)的情绪情境知识及其与同伴关系的关系。情绪情境知识包含基于经验的预测和基于特定社会情境信息的对一个人可能感受的预测。采用底特律学习倾向测验(DTLA)筛选研究对象。情绪情境知识用小短文评估,同伴关系用同伴关系检查表评估。研究结果表明:(i)与正常发育的同龄人相比,LI儿童在理解简单和混合情绪方面存在显著的困难;(ii)情绪情境知识对LI儿童参与学业活动和友谊关系有显著的预测作用。本文认为,包含规范性情绪期望的情绪定位知识可以促进LI儿童的同伴关系,因为它可以帮助他们以更可预测的方式回应他人。未来的研究还需要进一步探讨情绪知识的不同方面对弱智儿童同伴关系各个领域的预测效用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An investigation into the emotion situation knowledge of early primary school-aged children with language impairment and the impact on their peer relations
ABSTRACT This study explored emotion situation knowledge of 6–8-year-old primary schoolchildren with language impairment (LI) and its relationship with their peer relations. Emotion situation knowledge contains experience-based predictions and anticipations of what will a person likely feel based on information about a particular social situation. To select study participants, the Detroit Test of Learning Aptitude (DTLA) was applied. Emotion situation knowledge was assessed with the use of vignettes, and peer relations were assessed with a peer relation checklist. Research findings indicated that: (i) children with LI had significant difficulties in understanding simple and mixed emotions as compared to their typically developing peers and (ii) emotion situation knowledge was a significant predictor for the participation of children with LI in academic activities and friendship relations. It is argued that the emotion-situated knowledge, which contains normative emotion expectations, may promote the peer relations of children with LI because it can help them respond to others in a more predictable way. Future research is needed to investigate the predictive utility of different facets of emotion knowledge on various domains of peer relations of children with LI.
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来源期刊
CiteScore
6.00
自引率
7.70%
发文量
37
期刊介绍: The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.
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