NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ942072
Record Type: Journal
Publication Date: 2006-Nov
Pages: 22
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0961-205X
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A