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Grosse G, Streubel B. Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents. Cogn Emot 2024:1-10. [PMID: 38712811 DOI: 10.1080/02699931.2024.2346745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 04/18/2024] [Indexed: 05/08/2024]
Abstract
Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children's and adolescents' emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10-11-year-old children (N = 29) and 16-17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight the ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages.
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Affiliation(s)
- Gerlind Grosse
- Department of Social and Education Sciences, Potsdam University of Applied Sciences, Potsdam, Germany
| | - Berit Streubel
- Faculty of Education, Leipzig University, Leipzig, Germany
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Gehle M, Trautner M, Schwinger M. Motivational self-regulation in children with mild learning difficulties during middle childhood: Do they use motivational regulation strategies effectively? JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2022.101487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Li Q, Wang Q, Xin Z, Gu H. The Impact of Gross Motor Skills on the Development of Emotion Understanding in Children Aged 3-6 Years: The Mediation Role of Executive Functions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14807. [PMID: 36429524 PMCID: PMC9690058 DOI: 10.3390/ijerph192214807] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 11/06/2022] [Accepted: 11/08/2022] [Indexed: 06/16/2023]
Abstract
This study investigates the impact of gross motor skills on the development of emotion understanding and the role of executive function in the relation between gross motor skills and emotion understanding. A total of 662 children were tested for gross motor skills, emotion understanding, and executive function. Regression analysis showed that gross motor skills were significantly related to executive function. Multiple regression analyses showed that gross motor skills and executive function were significant predictors for emotion understanding. Furthermore, mediation analysis showed that executive function mediated the impact of gross motor skills on emotion understanding. Gross motor skills contributed to emotion understanding by improving children's executive function. The findings imply that a pathway from gross motor skills to emotion understanding is mediated by executive function, which offers a novel perspective on the developmental mechanisms of children's emotion understanding.
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[A Multidimensional Assessment of Emotion Regulation in Adolescent Non-Suicidal Self-Injury]. Prax Kinderpsychol Kinderpsychiatr 2021; 70:699-727. [PMID: 34898404 DOI: 10.13109/prkk.2021.70.8.699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The ability to regulate one's emotions (emotion regulation, ER) with regard to individual short- and long-term goals presents one of the most central human skills. A disrupted development of ER skills is associated with psychopathological outcomes. Non-suicidal self-injury (NSSI) presents a frequent and impairing phenomenon among young individuals. Disruptions regarding various aspects of ER are involved in the development and maintenance of NSSI. In the present study, we examined ER from a multidimensional perspective, including a sample of female adolescents meeting DSM-5 criteria for NSSI disorder (N = 30) and a psychologically healthy control group (N = 30). In line with results from previous studies, female adolescents with NSSI exhibited considerable difficulties regarding all aspects of ER investigated. Furthermore, various aspects of ER were distinctly linked with depressive and BPD symptomatology. Differences in NSSI frequency between participants largely went back to difficulties regarding specific aspects of ER, in combination with the self-rated severity of exposure to early life maltreatment. With regard to clinical practice, the use of interventions to improve particular aspects of ER, under simultaneous consideration of the individual developmental history and psychopathological impairment, might provide an efficient approach to mediate long-lasting change in the treatment of deliberate self-harm.
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Hardecker DJK, Schmidt MFH, Haun DBM. Sulking behavior and the emergence of hurt feelings in young children. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- David J. K. Hardecker
- Department of Comparative Cultural Psychology Max‐Planck‐Institute for Evolutionary Anthropology Leipzig Germany
- Leipzig Research Center for Early Child Development Leipzig University Leipzig Germany
| | - Marco F. H. Schmidt
- Department of Developmental and Educational Psychology University of Bremen Bremen Germany
- International Junior Research Group Developmental Origins of Human Normativity LMU Munich Department of Psychology Munich Germany
| | - Daniel B. M. Haun
- Department of Comparative Cultural Psychology Max‐Planck‐Institute for Evolutionary Anthropology Leipzig Germany
- Leipzig Research Center for Early Child Development Leipzig University Leipzig Germany
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Grosse G, Streubel B, Gunzenhauser C, Saalbach H. Let's Talk About Emotions: the Development of Children's Emotion Vocabulary from 4 to 11 Years of Age. AFFECTIVE SCIENCE 2021; 2:150-162. [PMID: 36043167 PMCID: PMC9382957 DOI: 10.1007/s42761-021-00040-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 03/01/2021] [Indexed: 12/21/2022]
Abstract
Learning to use language in an adult-like way is a long-lasting process. This may particularly apply to complex conceptual domains such as emotions. The present study examined children's and adults' patterns of emotion word usage regarding their convergence and underlying semantic dimensions, and the factors influencing the ease of emotion word learning. We assessed the production of emotion words by 4- to 11-year-old children (N = 123) and 27 adults (M = 37 years) using a vignette test. We found that the older the children, the more emotion words they produced. Moreover, with increasing age, children's pattern of emotion word usage converged with adult usage. The analysis for semantic dimensions revealed one clear criterion-the differentiation of positive versus negative emotions-for all children and adults. We further found that broad covering emotion words are produced earlier and in a more adult-like way.
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Affiliation(s)
- Gerlind Grosse
- Department of Social and Education Sciences¸ Early Childhood Education Studies, Potsdam University of Applied Sciences, Kiepenheuerallee 5, 14469 Potsdam, Germany
- Leipzig Research Centre for Early Childhood Development, Leipzig University, Jahnallee 59, Leipzig, 04109 Germany
| | - Berit Streubel
- Leipzig Research Centre for Early Childhood Development, Leipzig University, Jahnallee 59, Leipzig, 04109 Germany
- Department of Educational Sciences, Leipzig University, Marschnerstraße 31, 04229 Leipzig, Germany
| | - Catherine Gunzenhauser
- Leipzig Research Centre for Early Childhood Development, Leipzig University, Jahnallee 59, Leipzig, 04109 Germany
- Department of Educational Sciences, University of Freiburg, Rempartstraße 11, Freiburg, 79098 Germany
| | - Henrik Saalbach
- Leipzig Research Centre for Early Childhood Development, Leipzig University, Jahnallee 59, Leipzig, 04109 Germany
- Department of Educational Sciences, Leipzig University, Marschnerstraße 31, 04229 Leipzig, Germany
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Streubel B, Gunzenhauser C, Grosse G, Saalbach H. Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children. J Exp Child Psychol 2020; 193:104790. [DOI: 10.1016/j.jecp.2019.104790] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2019] [Revised: 11/18/2019] [Accepted: 12/10/2019] [Indexed: 01/29/2023]
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Pruessner L, Holt DV, Gölz R, Sevcenko N, Hofmann SG, Backenstrass M. Psychometrische Eigenschaften der deutschsprachigen Version des Interpersonal Emotion Regulation Questionnaire. DIAGNOSTICA 2020. [DOI: 10.1026/0012-1924/a000239] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Zusammenfassung. Prozessen der Emotionsregulation wird in den letzten Jahren im Rahmen psychologischer Forschung große Bedeutung beigemessen. Während im Kontext dieser Forschung mehrere Fragebogen zur Erhebung von intrapersonellen Emotionsregulationsprozessen entwickelt und validiert wurden, gibt es nur wenige Messinstrumente zur Erfassung von Emotionsregulation in interpersonellen Kontexten. In der vorliegenden Studie wurde deshalb eine deutschsprachige Version des Interpersonal Emotion Regulation Questionnaire (IERQ) von Hofmann, Carpenter und Curtiss (2016) entwickelt und in 2 Stichproben mit N = 206 und N = 729 Probanden im Hinblick auf ihre psychometrischen Eigenschaften untersucht. Faktorenanalytisch konnte die dimensionale Struktur des englischsprachigen IERQ mit 4 Faktoren bestätigt werden. Cronbachs α-Werte lagen für die 4 ermittelten Skalen zwischen .81 und .91, für die Retest-Reliabilitäten ergaben sich Werte zwischen .72 und .74. Hinsichtlich der Validität zeigten sich sehr ähnliche Zusammenhänge zu Maßen der intrapersonellen Emotionsregulation, wie sie mit der Originalversion ermittelt wurden. In Bezug zu anderen Konstrukten wie z. B. Depressivität wichen die hier erhobenen Korrelationen von der englischsprachigen Version ab. Weitere Analysen zur konvergenten und diskriminanten Validität bestätigten jedoch die Güte des Instrumentes, sodass bei der deutschen Version des IERQ von einem reliablen und validen Instrument zur Erfassung Interpersoneller Emotionsregulation auszugehen ist.
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Affiliation(s)
- Luise Pruessner
- Psychologisches Institut, Ruprecht-Karls-Universität Heidelberg
| | - Daniel V. Holt
- Psychologisches Institut, Ruprecht-Karls-Universität Heidelberg
| | - Ruben Gölz
- Institut für Klinische Psychologie, Zentrum für Seelische Gesundheit, Klinikum Stuttgart
| | | | | | - Matthias Backenstrass
- Psychologisches Institut, Ruprecht-Karls-Universität Heidelberg
- Institut für Klinische Psychologie, Zentrum für Seelische Gesundheit, Klinikum Stuttgart
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Developmental conditions of accommodative coping in childhood: The role of executive functions. COGNITIVE DEVELOPMENT 2019. [DOI: 10.1016/j.cogdev.2019.02.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Lessing N, Thomsen T, Mähler C, Greve W. Selbstregulation und flexible Zielanpassung im Vorschulalter. KINDHEIT UND ENTWICKLUNG 2017. [DOI: 10.1026/0942-5403/a000212] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Flexible Zielanpassungsprozesse sind mit psychischer sowie physischer Gesundheit assoziiert. Dabei wird die kindliche Selbstregulation als Entwicklungsbedingung diskutiert, Studien zum Zusammenhang der Entwicklung von Selbstregulation und kindlichen Zielanpassungsprozessen existieren bislang jedoch nicht. Die vorliegende Studie untersucht bei N = 97 3- bis 6-jährigen Kindern und ihren Eltern Zusammenhänge sowie Entwicklungstrends kindlicher Selbstregulation – gemessen im Fremdurteil (BRIEF-P) sowie auf Verhaltensebene (Gift Delay) – und flexiblen Zielanpassungsprozessen. Während junge Kinder (entgegen der Erwartung) signifikant stärkere Zielanpassung bei geringer Selbstregulation aufweisen, zeigen ältere Kinder mit ausgeprägter Zielanpassung tendenziell eine höhere Selbstregulation. Die vorliegenden Befunde unterstreichen die Bedeutsamkeit der Entwicklung von Selbstregulation für flexible Zielanpassungsprozesse im jungen Vorschulalter.
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Affiliation(s)
- Nora Lessing
- Institut für Psychologie der Universität Hildesheim
| | | | | | - Werner Greve
- Institut für Psychologie der Universität Hildesheim
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Schmitz M, Röhr-Sendlmeier UM. Sozial-Emotionale Kompetenz. KINDHEIT UND ENTWICKLUNG 2016. [DOI: 10.1026/0942-5403/a000194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Untersuchungsergebnisse zu einem Förderprogramm für Viertklässler werden vorgestellt, welches in drei Trainingseinheiten von je 90 Minuten Dauer darauf abzielt, sozial-emotionale Kompetenzen zu stärken. Durch das Training, das im Verlauf von vier Wochen stattfand, sollten auch längerfristig eine höhere Sensitivität und ein besseres Verständnis für Emotionen bei sich und anderen sowie eine verbesserte Fertigkeit zur Perspektivenübernahme in sozialen Konfliktsituationen und das Wissen über sozial angemessene Verhaltensweisen herausgebildet werden. An der fünfmonatigen Längsschnittstudie im Prä-Posttest-Kontrollgruppendesign mit Block-Randomisierung nahmen 184 Viertklässler teil; auf der Basis lückenloser Teilnahme konnten die Daten von 177 Kindern ausgewertet werden. Im Vergleich zum Ausgangsniveau verbesserte sich die Interventionsgruppe deutlich in allen trainierten Fertigkeiten sozial-emotionaler Kompetenz. Gegenüber der Kontrollgruppe, die kein Training erhielt, waren die Interventionskinder im Wissenstest am Ende des Untersuchungszeitraums im emotionalen Verständnis und der Perspektivenübernahme signifikant überlegen. Zum Posttest wurden sie von ihren Lehrkräften als deutlich sozial kompetenter eingeschätzt als vor dem Training. Befunde aus Vorläuferstudien bei Drittklässlern konnten bestätigt werden.
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Gust N, Petermann F, Koglin U. [Knowledge of emotion-regulation strategies in preschool children from German and immigrant families]. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2014; 42:315-23. [PMID: 25163994 DOI: 10.1024/1422-4917/a000307] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
OBJECTIVE The present study investigated whether children with and without migration background differed in their assessment of the effectiveness of presented behavioral and mental strategies, and in the generation of effective behavioral and mental emotion-regulation strategies (knowledge of emotion regulation strategies). METHOD A sample of N = 210 children (age 36-72 months) with and without migration background was compared in their knowledge of emotion-regulation strategies. RESULTS RESULTS show that the age has the greatest influence on the knowledge of emotion-regulation strategies in preschoolers. After statistical controlling for language skills, we show that immigrant background explained a significant part of the variance of effective presented by behavioral strategies. The effect of migration background on other strategies, however, is not significant. CONCLUSIONS These findings suggest that other factors besides migration background plays a role in the development of parts of knowledge of emotion-regulation strategies.
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Affiliation(s)
- Nicole Gust
- Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen
| | - Ute Koglin
- Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen
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Dorn C, Spindler G, Kullik A, Petermann F, Barnow S. Erfassung von Emotionsregulationsstrategien–eine Übersicht. PSYCHOLOGISCHE RUNDSCHAU 2013. [DOI: 10.1026/0033-3042/a000176] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Die vorliegende Übersicht stellt Verfahren zur Erfassung von Emotionsregulationsstrategien im Kindes-, Jugend- und Erwachsenenalter zusammen. Selbst- und Fremdbeurteilungsverfahren im Kindes- und Jugendalter sowie Fragebögen des Erwachsenenalters, für die eine validierte deutschsprachige Übersetzung vorliegt, werden betrachtet und hinsichtlich qualitativer Standards und psychometrischer Gütekriterien diskutiert. Es folgt die Darstellung der Methoden des Ecological Momentary Assessment, die es ermöglichen, emotionsregulierende Prozesse in der natürlichen Umwelt zu erfassen und Kontextfaktoren zu berücksichtigen. Der Beitrag schließt mit der Empfehlung, Emotionsregulationsstrategien multimethodal zu erfassen.
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