Observed emotion frequency versus intensity as predictors of socioemotional maladjustment.

Abstract

The purpose of this study was to assess whether observed emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted kindergartners’ (N = 301) internalizing and externalizing problems. Analyses were tested in a structural equation modeling (SEM) framework with data from multireporters (reports of problem behaviors from teachers and parents) and naturalistic observations of emotion in the fall semester. For observed positive emotion, both frequency and intensity negatively predicted parent- or teacher- reported internalizing symptoms. Anger frequency positively predicted parent- and teacher-reported externalizing symptoms, whereas anger intensity positively predicted parent- and teacher-reported externalizing and parent-reported internalizing symptoms. The findings support the importance of examining both aspects of emotion when predicting maladjustment.

Trait emotional intelligence and emotional experiences during the COVID-19 pandemic outbreak in Poland: A daily diary study

“…First, the frequency and intensity of positive and negative emotions were not differentiated in previous studies. Yet, this distinction is of both theoretical and practical significance ( Diener, Larsen, Levine, & Emmons, 1985 ; Fabes, Hanish, Martin, & Eisenberg, 2002 ) For example, the frequency and intensity of emotions differentially predicted well-being, externalizing, and internalizing symptomatology ( Hernández et al, 2015 ). Second, previous studies were focused on the broad categories of positive and negative affect ( Gignac, 2006 ; Kong et al, 2019 ; Kong & Zhao, 2013 ), or their balance ( Koydemir, Şimşek, Schütz, & Tipandjan, 2013 ; Liu, Wang, & Lü, 2013 ) with no examination of the role of discrete emotions.…”

“…The frequency of emotion reflects how often a particular affective state is experienced, regardless of its strength. On the contrary, emotion intensity refers to the arousal level of the emotion when it is present ( Hernández et al, 2015 ). Previous studies demonstrated considerably higher importance of positive emotions compared to negative ones in prediction of subjective well-being ( Diener et al, 2002 ; Lucas, Diener, & Suh, 1996 ; Suh, Diener, Oishi, & Triandis, 1998 ).…”

Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships

“…Measures of observed emotion frequency and/or intensity have been used in previous research, showing predictive validity of emotion frequency for social competence and adjustment (e.g., Denham et al, ; Doughtery, ; Fabes et al, ; Hernández et al, ; Shin et al, ). For example, positive emotion frequency was related to social competence (Denham et al; Doughtery, ; Shin et al, ), as was negative or anger emotion frequency (Denham et al; Doughtery, ; Shin et al, ).…”

“…To assess emotion intensity, observers' codes for a given child were averaged across all observations for each emotion with a score 1-that is, when some emotion was observed (M positive-intensity 5 2.25; M anger-intensity 5 1.64). 2 Measures of observed emotion frequency and/or intensity have been used in previous research, showing predictive validity of emotion frequency for social competence and adjustment (e.g., Denham et al, 1990;Doughtery, 2006;Fabes et al, 2002;Hern andez et al, 2015;Shin et al, 2011). For example, positive emotion frequency was related to social competence (Denham et al;Doughtery, 2006;Shin et al, 2011), as was negative or anger emotion frequency (Denham et al;Doughtery, 2006;Shin et al, 2011).…”

Theatrical Activities in Primary School: Effects on Children’s Emotion Regulation and Bullying

“…Some emotions can become lasting and overwhelming, and people employ different strategies to cope with them, such as avoidance of arousing situations, social support, and cognitive reappraisal. Having difficulties in emotion regulation could be a risk factor for developing internalizing and externalizing problems (Hernandez et al 2015;Rydell et al 2003). For instance, a child, who cannot manage the arousal due to a high level of anger, may misunderstand social situations and overreact in front of peers, acting out hostility and aggressive behaviors (Lemerise and Arsenio 2000).…”