The purpose of this study was to clarify the development of emotional literacy, especially, understanding emotions and expressions of emotions. The emotional literacy should be important for managing interpersonal relationships. Subjects were 513 students aged 6-12 years (boys 250, girls 257) in two elementary schools. They were shown a questionnaire including three different vignettes depicting the interpersonal contexts in their daily lives that could trigger positive and negative feelings of character. They were asked to predict characters’ feelings and how they judged their feelings. The results showed that there was a difference regarding emotional expressions according to the grade .The 1st graders tended to use various words showing simple feelings (e.g., happy, sad). However, there was not a quantitative increase in the numbers and kinds of emotional expressions in later grade. Instead, students in the 4th to 6th grade were motivated to ask some questions about the contexts and the characters’ intentions before judging and predicting the characters’ feelings. These findings highlight and discuss the development of emotional literacy.
Saori Fujino, Hosei University, Japan
Yayoi Watanabe, Hosei University, Japan
Stream: Psychology and Education
This paper is part of the ACP2015 Conference Proceedings (View)
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