The Structure of Preschoolers’ Emotion Knowledge: Model Equivalence and Validity Using a Structural Equation Modeling Approach

Bassett, Hideko H.; Denham, Susanne A.; Mincic, Melissa S.; Graling, Kelly

doi:10.1080/10409289.2012.630825

Cited by 71 publications

(81 citation statements)

References 66 publications

(84 reference statements)

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“…The three studies testing the structure of children’s emotion understanding all report a two-factor structure distinguishing emotion recognition and emotion knowledge, using prototypical measures which are appropriate for three-to-five-year-old children (Barbosa-Leiker, Strand, Mamey, & Downs, 2014; Bassett, Denham, Mincic, & Graling, 2012; Sette, Bassett, Baumgartner, & Denham, 2015). Our study expands on these in two ways.…”

Section: Introductionmentioning

confidence: 99%

A Three‐factor Structure of Emotion Understanding in Third‐grade Children

2015

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Theoretical conceptualizations of emotion understanding generally imply a two-factor structure comprised of recognition of emotional expressions and understanding emotion-eliciting situations. We tested this structure in middle childhood and then explored the unique predictive value of various facets of emotion understanding in explaining children’s socioemotional competence. Participants were 201 third-grade children and their mothers. Children completed five different measures, which provided eight distinct indices of emotion understanding. Mothers completed two questionnaires assessing children’s socioemotional skills and problems. Results indicated that: (a) emotion understanding in third-grade children was differentiated into three unique factors: Prototypical Emotion Recognition, Prototypical Emotion Knowledge, and Advanced Emotion Understanding, (b) skills within factors were modestly related, (c) factors varied in complexity, supporting theoretical and empirical models detailing developmental sequencing of skills, and (d) skills in Prototypical Emotion Knowledge were uniquely related to mothers’ reports of third-grade children’s socioemotional competence. Implications regarding elementary-school-age children’s social cognitive development are discussed.

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Section: Introductionmentioning

confidence: 99%

A Three‐factor Structure of Emotion Understanding in Third‐grade Children

2015

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“…However, Bassett, Denham, Mincic, and Graling (2012) found that the construct of emotion knowledge is multi-dimensional and distinguished between emotion recognition (both expression and receptive knowledge) and situation-based emotion knowledge. The authors argued for differentiating between these components in further research.…”

Section: Children's Emotion Knowledge and Socially Appropriate Behaviormentioning

confidence: 99%

The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

Sette

Spinrad

Baumgartner

2016

International Journal of Behavioral Development

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The purpose of the present study was to examine the relations of children's emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n = 46 boys, 42 girls) and a year later at Time 2 (T2; n = 26 boys, 22 girls), children's emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children's socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave Autoregressive Cross-lagged (ARC) model indicated that children's T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children's T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children's emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children's emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years.

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“…However, research suggests that a student's age may significantly influence social and emotional development (Bassett, Denham, Mincic, & Graling, 2012;Winsler et al, 2012). Further, age may also be related to some students' behavioural concerns.…”

Section: Relative Age Effects On Social Emotional and Behavioural Dmentioning

confidence: 99%

“…Such negative early school outcomes could be damaging to children's self-esteem, and greater attention to emotional development is necessary from educators. In another study, Bassett et al (2012) used emotional knowledge as a key measure of school readiness. From a sample of 324 preschoolers, they measured the effect of age on emotional knowledge.…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

Revisiting the Age-Old Question: What Are the Effects of Relative Age and Gender on Young Children in School Settings?

Cantalini-Williams¹,

Perron²,

Biemiller³

2016

J Child. Stud.

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This review of current literature revisits the “age-old question” of whether relative age and gender differences affect school readiness and success. An integrated and holistic understanding of readiness is postulated whereby every child is viewed as ready and able to learn, with parents, educators, and communities being responsible for nurturing optimal development and appropriate assessments accommodating for age and gender differences. Findings from numerous studies exploring the effects of age and gender on social/emotional, behavioural, and cognitive/academic skills are described. Recommendations are suggested regarding potential changes in school entry, instruction, and evaluation policies and the need for further research.

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The Structure of Preschoolers’ Emotion Knowledge: Model Equivalence and Validity Using a Structural Equation Modeling Approach

Cited by 71 publications

References 66 publications

A Three‐factor Structure of Emotion Understanding in Third‐grade Children

A Three‐factor Structure of Emotion Understanding in Third‐grade Children

The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

Revisiting the Age-Old Question: What Are the Effects of Relative Age and Gender on Young Children in School Settings?

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