Effects of verbal ability and fluid intelligence on children's emotion understanding

Stasio, Simona De; Fiorilli, Caterina; Chiacchio, Carlo Di

doi:10.1002/ijop.12032

Cited by 50 publications

(32 citation statements)

References 18 publications

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“…Furthermore, a verbal ability measure was not included in this study. Recent research has shown that verbal ability is linked to the development of emotional understanding (De Stasio, Fiorilli, & Chiacchio, 2014). It is possible that children with poor verbal abilities may be at a disadvantage when performing tasks that rely on verbal responses and future research should include verbal ability measures in emotion recognition tasks that rely on verbal responses.…”

Section: Discussionmentioning

confidence: 99%

The development of emotion recognition from facial expressions and non‐linguistic vocalizations during childhood

Chronaki

Hadwin

Garner

et al. 2014

British J of Dev Psycho

130

125

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Sensitivity to facial and vocal emotion is fundamental to children's social competence. Previous research has focused on children's facial emotion recognition, and few studies have investigated non-linguistic vocal emotion processing in childhood. We compared facial and vocal emotion recognition and processing biases in 4-to 11-year-olds and adults. Eighty-eight 4-to 11-year-olds and 21 adults participated. Participants viewed/listened to faces and voices (angry, happy, and sad) at three intensity levels (50%, 75%, and 100%). Non-linguistic tones were used. For each modality, participants completed an emotion identification task. Accuracy and bias for each emotion and modality were compared across 4-to 5-, 6-to 9-and 10-to 11-year-olds and adults. The results showed that children's emotion recognition improved with age; preschoolers were less accurate than other groups. Facial emotion recognition reached adult levels by 11 years, whereas vocal emotion recognition continued to develop in late childhood. Response bias decreased with age. For both modalities, sadness recognition was delayed across development relative to anger and happiness. The results demonstrate that developmental trajectories of emotion processing differ as a function of emotion type and stimulus modality. In addition, vocal emotion processing showed a more protracted developmental trajectory, compared to facial emotion processing. The results have important implications for programmes aiming to improve children's socio-emotional competence.Understanding emotions from facial cues plays a fundamental role in the development of children's social competence. Children better able to understand facial emotional cues in social interactions have been found to form positive interpersonal relationships over time

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Section: Discussionmentioning

confidence: 99%

The development of emotion recognition from facial expressions and non‐linguistic vocalizations during childhood

Chronaki

Hadwin

Garner

et al. 2014

British J of Dev Psycho

130

125

View full text Add to dashboard Cite

show abstract

“…This may yield a match (eliciting positive emotion) or a mismatch (eliciting negative emotion) between the actual and expected state of affairs. In educational settings, for example, teachers experience positive emotions when they acknowledge students' motivation and commitment [7] and negative emotions when they feel unable to manage students' misbehavior [8 -10]. Appraisal theory states that emotion in an individual is elicited by a psychological appraisal which involves evaluating and judging events and situations.…”

Section: Emotional Appraisal Process and Affect Statesmentioning

confidence: 99%

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Fiorilli¹,

Pepe²,

Buonomo³

et al. 2017

TOPSYJ

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Background:Teachers are at-risk of burnout due to continuous emotional demands. Existing research suggests that there is a strong relationship between the burnout phenomenon and teachers' propensity to experience unpleasant emotions. Objective:The current study examined whether teachers' levels of burnout affect the process by which they appraise school-life events that elicit negative emotions. Methods:Participants were 316 school teachers. Teachers' appraisal of both students' negative emotion intensity (SAE) and their own negative emotion intensity (TAE) was evaluated via the Emotional Competence Questionnaire. Teachers' burnout levels were measured using the Maslach Burnout Inventory. The main hypothesis was tested by using SEM to assess a full model. Results:The findings suggest that burnout compromises teachers' appraisal of both their students' and their own negative emotion intensity. Conclusion:We discuss how our main findings may be interpreted and explore their implications for educational settings.

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“…More broadly, a review of research conducted between 1979 and 2013 found that the most salient factors in the burnout reported by special education teachers included teaching experience, student disability, role conflict, role ambiguity, and lack of administrative support (Brunsting, Sreckovic, & Lane, ). Indeed, the nature of special education teaching is that it requires full use of specialized skills and resources to cater for different levels of ability and meet increasingly diverse socioemotional and learning needs on the part of students (De Stasio, Fiorilli, & Di Chiacchio, ).…”

Section: Introductionmentioning

confidence: 99%

Burnout in Special Needs Teachers at Kindergarten and Primary School: Investigating the Role of Personal Resources and Work Wellbeing

et al. 2017

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The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools-a context in which few previous studies have been carried out-and primary schools. A cross-sectional survey-based study with a sample of 194 kindergarten and primary school teachers was conducted. The results indicated that teachers' happiness at school and job satisfaction incrementally predicted variance in personal, work-related, and student-related burnout, even after controlling for the effects of sociodemographic factors and personal resources. Furthermore, the final integrative predictive model was similar for both kindergarten and primary teachers. C 2017 Wiley Periodicals, Inc. Psychology in the Schools

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Effects of verbal ability and fluid intelligence on children's emotion understanding

Cited by 50 publications

References 18 publications

The development of emotion recognition from facial expressions and non‐linguistic vocalizations during childhood

The development of emotion recognition from facial expressions and non‐linguistic vocalizations during childhood

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Burnout in Special Needs Teachers at Kindergarten and Primary School: Investigating the Role of Personal Resources and Work Wellbeing

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