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2018 | 12 | 2 |

Tytuł artykułu

The need for emotional awareness and a quantitative measure based on empirical research

Treść / Zawartość

Warianty tytułu

Języki publikacji

EN

Abstrakty

EN
Background: The scope of emotional competence and the definition of individual differences therein is still a matter of scientific debate. So, too, is the inclusion of emotional awareness as an important feature of emotional competence. Aim of the study: To explore levels of emotional awareness in relation to a predefined six factors model. This study will also examine the ability to measure emotional competence with empirical research. Material and methods: For this study, a self–report questionnaire (EA Q30) is used to s assesses emotional awareness in children. Here, emotional awareness is described as the “ability of people to differentiate, express, analyze and pay attention to their own emotions and those of others” emotions and those of others”. Participants were recruited as a representative group of N = 27 11-year-old children. Results: We found that scores in two dimensions –‘acting out emotions’ and ‘bodily awareness’, were lower in comparison to the other four dimensions from the emotional awareness measure. Conclusions: Individual differences in emotional awareness have shown to have a significant impact on important life outcomes for children and adolescents, including mental and physical health, successful academic behavior and achievement, and social relationships. It is important to proceed with attempts to measure emotional awareness in young people with valid empirical investigations, and to develop new models for emotional training that are capable of enhancing emotional functioning.

Wydawca

-

Rocznik

Tom

12

Numer

2

Opis fizyczny

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Twórcy

  • University Assen Zlatarov, Burgas Free University, Burgas, Bulgaria

Bibliografia

  • 1. Demetriou H. Empathy, emotion and education. Basingstoke: Palgrave Macmillan; 2018.
  • 2. Rieffe C, Terwogt M, Petrides K, Cowan R, Miers A, et al. Psychometric properties of the emotion awareness questionnaire for children. Personality and Individual Differences 2007; 43: 95–105.
  • 3. Lahaye M, Mikolajczak M, Rieffe C, Villanueva L, Van Broeck N, et al. Cross-validation of the emotion awareness questionnaire for children in three populations. J Psychoeduc Assess 2011; 29(5): 418–427.
  • 4. Campbell S, Denham S, Howarth G, Jones St, Whittaker J, et al. Commentary on the review of measures of early childhood social and emotional development: conceptualization, critique and recommendations. J Appl Dev Psychol 2016 March.
  • 5. Mikolajczak M, Luminet O, Menil C. Predicting resistence to stress: Incremental validity of trait emotional intelligence over alexithymia and optimism. Psicothema 2006; 18 Suppl: 79–88.
  • 6. Schutte NS, Malouff JM, Thorsteinsson EB, Bhullar N, Rooke SE. A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences 2007; 42: 921–933.
  • 7. Petrides KV, Frederickson N, Furnham A. The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences 2004; 36: 277–293.
  • 8. Mavroveli S, Petrides KV, Rieffe C, Bakker F. Trait emotional intelligence, psychological well-being and peer-rated social competence in adolescence. British Journal of Developmental Psychology 2007; 25(2): 263–275.
  • 9. Rieffe C, Oosterveld P, Miers AC, Meerum Terwogt M, Ly V. Emotion awareness and internalising symptoms in children and adolescents: The Emotion Awareness Questionnaire revised. Personality and Individual Differences 2008; 45: 756–761.
  • 10. Nelis D, Quoidbach J, Mikolajczak M, Hansenne M. Increasing emotional i ntelligence: (How) is it possible? Personality and Individual Differences 2009; 47: 36–41.
  • 11. Mikolajczak M, Petrides KV, Coumans N, Luminet O. The moderating effect of trait emotional intelligence on mood deterioration following laboratory-induced stress. International Journal of Clinical and Health Psychology 2009; 9(3): 455–477.
  • 12. Bagby RM, Parker JD , Taylor GJ. The twenty-item Toronto Alexithymia Scale: Part I, Item selection and cross-validation of the factore structure. J Psychosom Res.1994 Jan; 38(1): 23–32.
  • 13. Kovacs M. The Children’s Depression Inventory (CDI) manual. North Tonawanda, NY : Multi-Health Systems, Inc; 1992.
  • 14. Jellesma FC, Rieffe C, Meerum Terwogt M, Kneepkens CMF. Somatic complaints and health care use in children: mood, emotion awareness and sence of coherence. Social Science and Medicine 2006; 63: 2640–2648.
  • 15. Rieffe C, Meerum Terwogt M, Bosch JD. Emotional awareness and somatic complaints in children. European Journal of Developmental Psychology 2004; 1: 31–47.

Typ dokumentu

Bibliografia

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