Validity of young children's self-reports of their emotion in response to structured laboratory tasks.
Can young children report coherently on their emotions, and how do their reports contribute to our understanding of emotional development? Two-hundred six children ages 3 to 6 years participated in structured laboratory tasks designed to elicit a range of positive and negative emotions and indicated their emotional state following each task. Children's reports of their emotions meaningfully varied along with the nature of the different tasks during which they were collected (i.e., reports of negative and positive emotions differed across tasks designed to elicit those states). There were no sex differences on reports of any emotion and only small age differences. Multilevel modeling analyses demonstrated that children's self-reports of each emotion converged significantly with objective coding of expressions of those emotions across laboratory tasks; higher convergence for some emotions was associated with older age, higher verbal intelligence, and greater emotion-recognition abilities.
Durbin
C Emily
CE
Department of Psychology, Northwestern University, Evanston, IL 60208, USA. edurbin@northwestern.edu
D000339:Affect; D000367:Age Factors; D000786:Anger; D002648:Child; D002675:Child, Preschool; D056348:Emotional Intelligence; D004644:Emotions; D005239:Fear; D005260:Female; D006240:Happiness; D006801:Humans; D008297:Male; D011581:Psychological Tests; D002666:Psychology, Child; D015203:Reproducibility of Results; D012650:Self Disclosure; D012737:Sex Factors