Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

Abstract

Cross-sectional studies support negative associations between children's skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children's emotion recognition and teacher-reported problem behaviors in 1 and 3 grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1 grade and in 3 grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1 grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3 grade. Moreover, greater hyperactivity in 1 grade marginally predicted lower emotion recognition in 3 grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time.

Sensitivity to facial emotional expressions and peer relationship problems in Chinese rural‐to‐urban migrant early adolescents: An exploratory study

“…We calculated internal consistency (as measured by the Kuder‐Richardson Formula 20) of the total score, which resulted in a coefficient of 0.68. This index is relatively high compared with prior research using nonverbal emotion recognition tasks (e.g., Castro et al., 2018).…”

“…Abundant research suggests that the ability to recognize other people's facial emotional expressions is crucial to successfully interact with others in everyday life (Castro, Cooke, Halberstadt, & Garrett‐Peters, 2018; Trentacosta & Fine, 2010). In particular, sensitivity, defined as a low threshold for recognizing facial emotional expressions (Jovev et al., 2011), has been related to both positive and negative outcomes in adolescence (Bui et al., 2017; Lopez‐Duran, Kuhlman, George, & Kovacs, 2013).…”

“…In particular, the capacity to accurately recognize the internal state of other individuals during social interactions, especially in terms of facial expressions, is an important facet of social skills (Blair & Coles, 2000; Leppänen & Hietanen, 2001). Children who struggle with the accurate identification of how others are feeling may be hampered in their ability to effectively communicate and interact with other people (Castro et al., 2018; Halberstadt, Denham, & Dunsmore, 2001). Indeed, biased or deficient processing can result in deviant social behavior, such as aggression (Ciucci et al., 2018; Dodge & Crick, 1990).…”

Survey dataset on the types, prevalence and causes of deviant behavior among secondary school adolescents in some selected schools in Benin City, Edo State, Nigeria

“…Different methodologies are available in the study of deviant (externalizing) and internalizing behavioral patterns in children and adolescents [3] , [4] , [5] , [6] , [7] , [8] , [9] , [10] . Most often standardized or structured questionnaires tailored to suit particular (the studied) demographics are used [11] , [12] , [13] , [14] , [15] . Evolving trends and behavioral patterns are often observed and made available as scientific findings.…”

Transgender and Gender Nonconforming Youths’ Emotions: The Appraisal, Valence, Arousal Model

“…In an attempt to better understand theories of emotion, studies have focused on how youth experience different types of emotions. Currently, there is a large body of research that concentrates on a wide variety of emotional processes, including how youth regulate their emotions (e.g., Are & Shaffer, 2016; Chen, 2015; Kårstad et al, 2014; Kårstad et al, 2015), youths’ memories associated with emotions (e.g., Davidson, 2006; Neuenschwander & Blair, 2017; Quas et al, 2016), and how youth recognize emotions (Castro et al, 2018; Golan et al, 2015). The existing research on youths’ emotions provides important findings regarding emotion regulation development, emotion behaviors, and coping.…”