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Do peer relationships mediate the association between children’s facial emotion recognition ability and their academic attainment? Findings from the ALSPAC study
Contemporary Educational Psychology ( IF 10.3 ) Pub Date : 2021-01-13 , DOI: 10.1016/j.cedpsych.2021.101942
Rhianna White , Ginny Russell , Pamela Qualter , Matthew Owens , Lamprini Psychogiou

We examined whether children’s facial emotion recognition ability predicted their academic attainment over time, and whether peer relationships mediated that association. A secondary aim was to test whether the putative causal pathways would be significantly different for boys and girls. The model was tested using data from The Avon Longitudinal Study of Parents and Children (ALSPAC), a prospective longitudinal cohort population. Facial emotion recognition ability was assessed using the Diagnostic Assessment of Non-Verbal Accuracy (DANVA) at age 8.5 years while academic attainment was measured using data on UK Key Stage 4 (General Certificate of Secondary Education) at 16 years (outcome). The teacher’s version of the Strengths and Difficulties Questionnaire was used to measure children’s peer relationship problems at 10–11 years (mediator). We adjusted for area-level socio-economic status and child’s early academic attainment, and examined whether mediation was moderated by sex. The results showed that low facial emotion recognition ability in childhood was associated with low academic attainment at age 16 years. There was evidence of mediation via peer problems, with an estimated 19% of the total effect mediated by errors in emotion recognition. Further analyses showed that there was no difference in mediation for boys versus girls. The findings suggest that children’s facial emotion recognition ability and peer relationships should be potential targets for programmes that aim to improve children’s educational attainment and their social and emotional competence.



中文翻译:

同伴关系是否能调节儿童面部表情识别能力与学业之间的联系?ALSPAC研究的结果

我们研究了儿童的面部情感识别能力是否随着时间的推移预测了他们的学业成绩,以及同伴关系是否介导了这种联想。第二个目的是测试男孩和女孩的推定因果路径是否存在显着差异。该模型使用来自潜在的纵向队列人群“父母和子女的雅芳纵向研究”(ALSPAC)的数据进行了测试。使用8.5岁时的非言语准确性诊断评估(DANVA)评估面部情绪识别能力,同时使用16岁时的UK关键阶段4(中等教育普通证书)的数据来评估学业成绩(结果)。教师版的《长处和困难调查表》用于衡量10-11岁儿童的同伴关系问题(调解员)。我们根据地区社会经济地位和孩子的早期学业状况进行了调整,并检查了调解是否由性别主持。结果表明,儿童面部表情识别能力低与16岁时的学历低有关。有证据表明可以通过同伴问题进行调解,估计总效果的19%是由情感识别错误引起的。进一步的分析表明,男孩与女孩的调解没有差异。研究结果表明,儿童的面部情感识别能力和同伴关系应该成为旨在提高儿童的教育水平以及他们的社交和情感能力的计划的潜在目标。并检查调解是否由性别主持。结果表明,儿童面部表情识别能力低与16岁时的学历低有关。有证据表明可以通过同伴问题进行调解,估计总效果的19%是由情感识别错误引起的。进一步的分析表明,男孩与女孩的调解没有差异。研究结果表明,儿童的面部情感识别能力和同伴关系应该成为旨在提高儿童的教育水平以及其社交和情感能力的计划的潜在目标。并检查调解是否由性别主持。结果表明,儿童面部表情识别能力低与16岁时的学历低有关。有证据表明可以通过同伴问题进行调解,估计总效果的19%是由情感识别错误引起的。进一步的分析表明,男孩与女孩的调解没有差异。研究结果表明,儿童的面部情感识别能力和同伴关系应该成为旨在提高儿童的教育水平以及他们的社交和情感能力的计划的潜在目标。估计有19%的总效果是由情感识别错误引起的。进一步的分析表明,男孩与女孩的调解没有差异。研究结果表明,儿童的面部情感识别能力和同伴关系应该成为旨在提高儿童的教育水平以及其社交和情感能力的计划的潜在目标。估计有19%的总效果是由情感识别错误引起的。进一步的分析表明,男孩与女孩的调解没有差异。研究结果表明,儿童的面部情感识别能力和同伴关系应该成为旨在提高儿童的教育水平以及其社交和情感能力的计划的潜在目标。

更新日期:2021-01-21
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