Psychometric properties of the Emotion Awareness Questionnaire for children

Rieffe, C.J.; Terwogt, Mark Meerum; Petrides, K. V.; Cowan, Richard; Miers, Anne C.; Tolland, Abigail

doi:10.1016/j.paid.2006.11.015

Cited by 100 publications

(96 citation statements)

References 14 publications

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“…Las posibles explicaciones a esta relación pueden ser diversas; por un lado, los niños con más quejas somáticas, pueden estar centrándose en exceso en los síntomas corporales de la emoción y descuidando el análisis de las causas de la misma. Por otro lado, los niños con quejas somáticas, por lo general presentan emociones más intensas, que se suelen acompañar de signos corporales más salientes (Rieffe et al, 2007).…”

Section: Discussionunclassified

“…Diversos estudios comprobaron de forma consistente que, especialmente la incapacidad para diferenciar entre diferentes emociones, y una fuerte conciencia de síntomas corporales durante la experiencia emocional, contribuían de forma independiente a la predicción de quejas somáticas. Asimismo, una falta de predisposición para atender a las propias emociones también predecía una mayor frecuencia de quejas somáticas (Rieffe et al, 2008a), mientras que un aumento de la atención a las emociones de los demás, predecía más quejas somáticas en adolescentes (Rieffe et al, 2007).…”

Section: Introductionunclassified

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Conciencia emocional, estados de ánimo e indicadores de ajuste individual y social en niños de 8-12 años

et al. 2014

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Resumen: La conciencia emocional o experiencia consciente de la emoción es un concepto clave relacionado con diferentes indicadores de ajuste individual del menor, como las quejas somáticas. Esta relación, mediatizada por los estados de ánimo, se ha demostrado en población preadolescente y adolescente. Sin embargo, apenas se ha analizado en franjas de edad más bajas e incluyendo otros indicadores de ajuste a diferentes contextos, como la adaptación. Por ello, el objetivo de este trabajo es el de analizar la contribución de la conciencia emocional y los estados de ánimo, sobre diferentes indicadores de ajuste individual (quejas somáticas) y de adaptación (evaluada a través del test TAMAI), en niños de 8-12 años. Para ello, se administraron diferentes cuestionarios de autoinforme a 1423 menores con una media de 9.8 años. Los resultados apoyan la influencia de la conciencia emocional (principalmente de la habilidad de diferenciar y comunicar verbalmente las emociones y analizar las propias emociones), reforzada por los estados de ánimo, no sólo sobre las quejas somáticas, sino sobre la inadaptación personal y social. Todo ello subraya la importancia, tanto de las habilidades emocionales como de los estados afectivos que las acompañan, en la vida cotidiana del menor. Palabras clave: Conciencia emocional; estados de ánimo; quejas somáticas; adaptación; diferenciar emociones; conciencia corporal.Title: Emotional awareness, mood and individual and social adjustment outcomes in children aged 8-12 years old. Abstract: Emotional awareness or conscious experience of emotion is a key concept related to different individual adjustment child outcomes, such as somatic complaints. This relationship, moderated by mood, has been found in preadolescent and adolescent population. However, little is known in younger children and including other adjustment outcomes, such as adaptation. Therefore, the objective of this work is to analyze the contribution of emotional awareness and mood upon different adjustment outcomes: somatic complaints and inadaptation (assessed by the test TAMAI), in children aged 8-12 years old. Different self-reported questionnaires were administered to 1423 children, with a mean age of 9.8 years old. Results support the influence of emotional awareness (mainly the ability to differentiate and verbally communicate emotions and analyze the own emotions), strengthened by mood, not only upon somatic complaints, but also upon personal and social inadaptation. These results come to outline the importance of emotional abilities and the corresponding affective moods, in children daily life.

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Section: Discussionunclassified

Section: Introductionunclassified

Conciencia emocional, estados de ánimo e indicadores de ajuste individual y social en niños de 8-12 años

et al. 2014

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“…These core features are also represented within the domain of emotion awareness. Several studies confirm that even in childhood, alexithymia and problems in the domain of emotion awareness are positively related to internalizing problems, such as depression, anxiety, somatic complaints, worry and rumination (Rieffe et al, , 2008(Rieffe et al, , 2010Rieffe, Meerum Terwogt, Petrides, et al, 2007).…”

Section: Emotion Regulation: Emotion Awarenessmentioning

confidence: 91%

Emotion regulation and internalizing symptoms in children with autism spectrum disorders

Rieffe

Oosterveld

Terwogt

et al. 2011

Autism

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The aim of this study was to examine the unique contribution of two aspects of emotion regulation (awareness and coping) to the development of internalizing problems in 11-year-old high-functioning children with an autism spectrum disorder (HFASD) and a control group, and the moderating effect of group membership on this. The results revealed overlap between the two groups, but also significant differences, suggesting a more fragmented emotion regulation pattern in children with HFASD, especially related to worry and rumination. Moreover, in children with HFASD, symptoms of depression were unrelated to positive mental coping strategies and the conviction that the emotion experience helps in dealing with the problem, suggesting that a positive approach to the problem and its subsequent emotion experience are less effective in the HFASD group.

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“…There have been broadly four different ways of doing this: (a) use hypothetical emotional scenarios and ask children "How would you feel in this situation? ", scoring the complexity of the answers (e.g., Levels of Emotional Awareness Scale for Children; Bajgar, Ciarrochi, Lane, & Deane, 2005); (b) ask children to report generally how good they are at identifying their emotions (e.g., the Emotion Awareness Questionnairesample question: "When I am upset, I do not know if I am sad, scared, or angry"- Rieffe et al, 2007); (c) induce emotions and ask children to report how they felt-for example, "How angry were you from 1 to 4?" (e.g., Smith et al, 2011); induce emotions and ask children to report how they felt, but judge this normatively against a behavioral measure-for example, degree of emotional awareness is the degree of convergence between self-report and facial EMOTIONAL VALIDATION AND EMOTIONAL AWARENESS 4 expression or other bodily expression (e.g., Casey, 1993;Strayer & Roberts, 1997;Warren & Stifter, 2008).…”

Section: Defining and Measuring Children's Emotional Awarenessmentioning

confidence: 99%

The Role of Maternal Emotional Validation and Invalidation on Children's Emotional Awareness

Lambie¹,

Lindberg²

2016

Merrill-Palmer Quarterly

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Emotional awareness-that is, accurate emotional self-report-has been linked to positive well-being and mental health. However, it is still unclear how emotional awareness is socialized in young children. This observational study examined how a particular parenting communicative style-emotional validation versus emotional invalidation-was linked to children's (age 4-7 years) emotional awareness. Emotional validation was defined as accurately and nonjudgmentally referring to the emotion or the emotional perspective of the child. The relationship between maternal emotional validation/invalidation and children's awareness of their negative emotions was examined in 65 mother-child pairs while playing a game. In a multiple regression, significant predictors of children's emotional awareness were their mother's degree of emotional validation, the child's gender (girls more aware than boys), and their mother's degree of invalidation (negative predictor). These results suggest that children's accurate attention to their own emotion states-that is, their emotional awarenessmay be shaped by their mother's use of emotional validation/invalidation.

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Psychometric properties of the Emotion Awareness Questionnaire for children

Cited by 100 publications

References 14 publications

Conciencia emocional, estados de ánimo e indicadores de ajuste individual y social en niños de 8-12 años

Conciencia emocional, estados de ánimo e indicadores de ajuste individual y social en niños de 8-12 años

Emotion regulation and internalizing symptoms in children with autism spectrum disorders

The Role of Maternal Emotional Validation and Invalidation on Children's Emotional Awareness

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