A conclusão do artigo de A. Roazzi

Roazzi, Antônio

doi:10.1590/s1414-98931988000100020

Cited by 1 publication

(2 citation statements)

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“…The results in emotional understanding in general showed better results in those components of the external level with respect to those of the reflective level of understanding, as indicated by the theoretical-methodological model presented by Pons and Harris (2019). In various studies in which this model has been empirically validated (Grazzani et al, 2020;Roazzi et al,2013;Rocha et al, 2015), its hierarchical structure has been contrasted, as it has been shown that the skills of the external level begin to manifest themselves at earlier ages (1-3 years), while those of the mental level emerge approximately in the pre-school stage and those of the reflective level are more complex and become more structured between the ages of 7 and 12. From this analysis, it can be explained that no significant differences were observed in the external level between the groups in general, as this includes acquisitions that should have been achieved in previous stages of their development (Pons et al, 2014).…”

Section: Discussionmentioning

confidence: 75%

“…Discerning and understanding one's own and others' emotions is a key element that facilitates a more adjusted interaction in social contexts. In addition, it favours the communication of one's own emotional states and greater control over their expression (Roazzi et al, 2013;Lucas-Molina et al, 2020).…”

Section: Emotional Understanding and Its Relationship To Aggressionmentioning

confidence: 99%

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Agresividad y comprensión emocional en niños y niñas de la región central de Cuba

Angulo Gallo,

Guerra Morales,

Berger

2024

Rev. invest. educ.

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This research investigates the emotional comprehension of children exhibiting aggressive behavior in contrast with that of their age-matched peers. It aims to establish a correlation between indicators of emotional comprehension and various signs of aggressivity. To do so, the study follows a non-experimental, cross-sectional, descriptive-correlational approach and has been conducted using a non-probabilistic sample of 102 children from various cities in the central region of Cuba, comprising 51 children who displayed aggressive behavior and 51 who did not. The Emotional Comprehension Test, the Little et al. Aggression Scale, and psychological interviews have been the primary data collection techniques used. Findings have revealed that children who displayed aggressive behavior exhibited difficulties in developing emotional comprehension, while those who were not aggressive did not. Most indicators show notable differences in the development of empathy and mutual understanding, except for the external level of emotional comprehension and the children’s conception of the possibility of feigning emotions. Emotional understanding has been shown to have a notable correlation with general manifestations of aggression, with a stronger connection observed for reactive-direct aggression and a weaker interrelation for instrumental aggression. These results emphasize the need to consider differential patterns between aggression variants concerning their association with emotional comprehension. La investigación se realizó con el propósito de determinar las particularidades de la comprensión emocional en niños y niñas con manifestaciones agresivas con respecto a sus pares etarios que no manifestaban agresiones, además de establecer la relación existente entre los indicadores de la comprensión emocional con diferentes variantes de agresividad. Se llevó a cabo un estudio descriptivo-correlacional, con un diseño no experimental, transversal. La muestra fue no probabilística y quedó integrada por 102 niñas y niños de diferentes ciudades de la región central de Cuba (51 con manifestaciones agresivas y 51 sin esta condición). Las principales técnicas para la recogida de información fueron: Test de Comprensión Emocional, la Escala de Agresión de Little et al. y la entrevista psicológica. Las criaturas con manifestaciones agresivas estudiados se caracterizaron por presentar dificultades en la comprensión emocional, sus diferencias con las y los niñas/os sin manifestaciones agresivas fueron notables en prácticamente todos los indicadores, con excepción del nivel externo de comprensión emocional y la comprensión de la posibilidad de simular emociones. La comprensión emocional demostró tener relación con las manifestaciones de agresividad en general, siendo más fuerte con respecto a la variante reactiva-directa y menor con respecto a formas más instrumentales de agresión. Estos resultados revelan la necesidad de considerar un patrón diferencial entre las distintas variantes de agresión en su vínculo con aspectos emocionales.

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Section: Discussionmentioning

confidence: 75%

Section: Emotional Understanding and Its Relationship To Aggressionmentioning

confidence: 99%