Characteristics of Emotion Recognition Ability among Primary School Children: Relationships with Peer Status and Friendship Quality

Wang, Yingqian; Hawk, Skyler T.; Tang, Yulong; Schlegel, Katja; Zou, Hong (2019). Characteristics of Emotion Recognition Ability among Primary School Children: Relationships with Peer Status and Friendship Quality. Child Indicators Research, 12(4), pp. 1369-1388. Springer 10.1007/s12187-018-9590-z

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The present study explored the characteristics of children’s emotion recognition ability, as well as its relationships with peer status and friendship quality. Participants were 308 Chinese primary school children in Grades 2 to 6 (54% boys; M age = 9.99 years, SD = 1.49). Emotion recognition ability was measured by responses to multimodal videos covering eight emotions. Peer status and friendship quality were measured by peer nomination and questionnaire, respectively. Results indicated that: 1) Emotion recognition ability showed an overall upward trend as children age, with girls performing better than boys; 2) There were significant differences on the accuracy scores between emotion categories (ranked from high to low as: anger, sadness, joy, amusement, fear, irritation, pleasure, and interest), as well as a significant interaction between emotion category and grade; 3) Emotion recognition ability was positively related with both peer status and friendship quality, demonstrating its ties to children’s interpersonal interactions. These results not only broaden understanding about the development of emotion recognition ability, but also evidence its importance as a sensitive indicator of children’s social relationships.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology
07 Faculty of Human Sciences > Institute of Psychology > Personality Psychology, Differential Psychology and Diagnostics

UniBE Contributor:

Schlegel, Katja

Subjects:

100 Philosophy > 150 Psychology
300 Social sciences, sociology & anthropology > 370 Education

ISSN:

1874-897X

Publisher:

Springer

Language:

English

Submitter:

Karin Dubler

Date Deposited:

30 Apr 2019 14:04

Last Modified:

23 Oct 2019 08:50

Publisher DOI:

10.1007/s12187-018-9590-z

BORIS DOI:

10.7892/boris.127834

URI:

https://boris.unibe.ch/id/eprint/127834

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