New Perspectives on the Relationship Between Emotion Decoding and Social Acceptance in School-Age Children
The relationship between children's emotion decoding ability and their social acceptance was examined, with a major focus on potential nonlinear components. Based on the display rules literature, the prediction was tested that social acceptance and emotion decoding skills can be best described...
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| Format: | Others |
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DigitalCommons@USU
2006
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| Online Access: | https://digitalcommons.usu.edu/etd/6234 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=7326&context=etd |
| Summary: | The relationship between children's emotion decoding ability and their social acceptance was examined, with a major focus on potential nonlinear components. Based on the display rules literature, the prediction was tested that social acceptance and emotion decoding skills can be best described as an inverted U-shaped function. Children in kindergarten through fifth grade (113 girls and 123 boys) completed measures of postural and facial decoding accuracy (FACES and TALK) and their social acceptance was assessed using child and teacher reports (SPPC or PSPC). The results showed only a statistically significant quadratic relationship for girls and a statistically significant linear relationship for boys in the link between postural decoding and teacher-rated social acceptance. |
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