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Characteristics of Emotion Recognition Ability among Primary School Children: Relationships with Peer Status and Friendship Quality

Author

Listed:
  • Yingqian Wang

    (Beijing Normal University
    The Chinese University of Hong Kong)

  • Skyler T. Hawk

    (The Chinese University of Hong Kong)

  • Yulong Tang

    (Beijing Normal University
    Zhejiang University of Technology)

  • Katja Schlegel

    (University of Bern
    Swiss Center for Affective Sciences)

  • Hong Zou

    (Beijing Normal University)

Abstract

The present study explored the characteristics of children’s emotion recognition ability, as well as its relationships with peer status and friendship quality. Participants were 308 Chinese primary school children in Grades 2 to 6 (54% boys; Mage = 9.99 years, SD = 1.49). Emotion recognition ability was measured by responses to multimodal videos covering eight emotions. Peer status and friendship quality were measured by peer nomination and questionnaire, respectively. Results indicated that: 1) Emotion recognition ability showed an overall upward trend as children age, with girls performing better than boys; 2) There were significant differences on the accuracy scores between emotion categories (ranked from high to low as: anger, sadness, joy, amusement, fear, irritation, pleasure, and interest), as well as a significant interaction between emotion category and grade; 3) Emotion recognition ability was positively related with both peer status and friendship quality, demonstrating its ties to children’s interpersonal interactions. These results not only broaden understanding about the development of emotion recognition ability, but also evidence its importance as a sensitive indicator of children’s social relationships.

Suggested Citation

  • Yingqian Wang & Skyler T. Hawk & Yulong Tang & Katja Schlegel & Hong Zou, 2019. "Characteristics of Emotion Recognition Ability among Primary School Children: Relationships with Peer Status and Friendship Quality," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(4), pages 1369-1388, August.
    • Handle: RePEc:spr:chinre:v:12:y:2019:i:4:d:10.1007_s12187-018-9590-z
    DOI: 10.1007/s12187-018-9590-z
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    Cited by:

    1. Weina Li & Fenge Tan & Zongkui Zhou & Yukang Xue & Chuanhua Gu & Xizheng Xu, 2022. "Parents’ Response to Children’s Performance and Children’s Self-Esteem: Parent–Child Relationship and Friendship Quality as Mediators," IJERPH, MDPI, vol. 19(10), pages 1-15, May.
    2. Letizia Della Longa & Chiara Nosarti & Teresa Farroni, 2022. "Emotion Recognition in Preterm and Full-Term School-Age Children," IJERPH, MDPI, vol. 19(11), pages 1-19, May.

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