Conducting virtual assessments in developmental research: COVID-19 restrictions as a case example

Bogat, G. Anne; Nuttall, Amy K.; Levendosky, Alytia A.; Colao, Cara F.; Cochran, Kara A.

doi:10.1080/10888691.2021.1989305

Cited by 1 publication

(1 citation statement)

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“…It is possible that despite our efforts to mimic the in-person experience as close as possible, the data were influenced in subtle ways, and thus, generalization of these findings should be interpreted with caution. On the other hand, given the strong correlations between the child and parent emotion variables from Wave 1 to Wave 2 and children's emotion knowledge from Wave 2 to Wave 3, it is also reasonable to conclude that our findings are robust to changes in the testing environment (see Bogat et al, 2023).…”

Section: Additional Considerationsmentioning

confidence: 64%

Links between parent–child conversations about emotions and changes in children's emotion knowledge across early childhood

et al. 2023

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This study examined different sources of emotion socialization. Children (N = 256, 115 girls, 129 boys, 12 child gender not reported) and parents (62% White, 9% Black, 19% Hispanic, 3% Asian American, and 7% “Other”) were recruited from Denver, Colorado. In waves 1 (Mage = 2.45 years, SD = 0.26) and 2 (Mage = 3.51 years, SD = 0.26), parents and children discussed wordless images of children experiencing an emotion (e.g., sad after dropping ice cream). Children's emotion knowledge was assessed at waves 2 and 3 (Mage = 4.48 years, SD = 0.26). Structural equation modeling found concurrent and prospective relations between parents' questions, parents' emotion talk, children's emotion talk, and children's emotion knowledge, highlighting the multidimensional nature of early emotion socialization.

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Section: Additional Considerationsmentioning

confidence: 64%