Emotion understanding among institutionalized preschool children in India: A visual‐based approach.
The present study aimed to develop two visual tasks to assess the emotion understanding of institutionalized preschool children in India. To enhance the psychometric qualities of both tasks, content validity and inter‐rater reliability assessments, translation‐back translation and a rigorous peer re...
| Publicado en: | British Journal of Developmental Psychology Vol. 43; no. 1; pp. 139 - 161 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183820206&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183820206 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0261510X 99E jtl: British Journal of Developmental Psychology issn: 0261510X maglogo: Y pubinfo: dt: Mar2025 vid: 43 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183820206 180671504 183820206 183820206 10.1111/bjdp.12530 183820206 ppf: 139 ppct: 22 formats: tig: atl: Emotion understanding among institutionalized preschool children in India: A visual‐based approach. aug: au: Mishra, Manaswini Khuntia, Rooplekha affil: School of Humanities and Social Sciences, National Institute of Science Education and Research, An OCC of Homi Bhabha National Institute, Bhubaneswar Odisha, , India sug: subj: Child, Institutionalized Psychosocial Factors Emotions Evaluation Child Behavior Evaluation Facial Expression Evaluation Task Performance and Analysis In Infancy and Childhood Human India Male Female Child, Preschool Child Exploratory Research Psychometrics Validation Studies Content Validity Interrater Reliability Translations Videorecording Coding Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: The present study aimed to develop two visual tasks to assess the emotion understanding of institutionalized preschool children in India. To enhance the psychometric qualities of both tasks, content validity and inter‐rater reliability assessments, translation‐back translation and a rigorous peer review process were undertaken. In addition, the tool's components were mapped with institutionalized children's everyday experiences to help them better relate to the task. The tool development phase was followed by the assessment phase. Eighteen participants (nine males, nine females) aged 3–6 years were purposefully selected from three childcare institutions. The emotion identification task required children to identify the correct emotions from the cartoon characters' facial expressions and gestures, whereas, in the emotion situation task, children were asked to infer others' emotions from a vignette depicted by a picture card. Children's responses were videotaped, analysed and coded for both tasks. The study's key findings revealed that institutionalized children responded more accurately to emotion situation tasks yet struggled to identify sadness, anger and fear emotions compared to happiness. Furthermore, qualitative insights provided a comprehensive understanding and interpretation of the findings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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