ERIC Number: EJ942072
Record Type: Journal
Publication Date: 2006-Nov
Abstractor: As Provided
Reference Count: 64
Emotion Situation Knowledge in Elementary School: Models of Longitudinal Growth and Preschool Correlates
Fine, Sarah E.; Izard, Carroll E.; Trentacosta, Christopher J.
Social Development, v15 n4 p730-751 Nov 2006
We examined individual differences in developmental trajectories of emotion situation knowledge (ESK), at three time points throughout elementary school in a sample of children from economically disadvantaged families. Results showed that ESK and the subscales of joy, fear, anger, shame and interest exhibited positive growth from the first to the fifth grade, whereas scores on the sad subscale declined slightly. Preschool verbal ability predicted first grade scores for joy, fear, and anger, and growth in scores for shame across time. Preschool negative emotional intensity predicted slower growth in overall ESK and the anger and shame subscales. Taken together, these results broaden our basic knowledge of how children's use of situational cues to infer others' emotions develops in middle and late childhood.
Descriptors: Cues, Economically Disadvantaged, Individual Differences, Verbal Ability, Longitudinal Studies, Fear, Child Development, Developmental Stages, Emotional Development, Psychological Patterns, Elementary School Students, Preschool Children, Emotional Response, Prediction, Social Development
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education
Authoring Institution: N/A