ABSTRACT

This 2-year short-term longitudinal study explored Canadian emerging adolescents’ ability to recognize emotions in others, their spontaneous descriptions of themselves and self-understandings, and their narrative and pictorial accounts of themselves engaged in leisure time activities. As part of a larger 5-year longitudinal study, this study describes results from Time 1 (2015–16), 146 Grade 8 students, 97 female, M age = 12.5 y, and Time 2 (2016–17) data from 46 Grade 9 students (33 females; M age = 13.5 y) from eight schools . Participants completed the Reading the Mind in the Eyes Test, self-descriptions, drew and/or wrote a story to describe an enjoyable leisure time activity, and a self-understanding interview (SU). Self-descriptions and stories were also coded for the frequency of mental state language (MSL). Results showed positive correlations between T1 Emotion Recognition (ER) and T1 MSL in drawings of leisure time and between T2 ER and T2 SU. Higher levels of ER in younger adolescents predicted higher levels of SU 1 year later, and T1 SU predicted T2 ER. Across 2 years, ER remained stable, older adolescents scored higher than younger on SU, and girls scored higher than boys on ER. Implications for theory and educational applications are discussed.

摘要

这项为期 2 年的短期纵向研究探讨了加拿大新兴青少年识别他人情绪的能力、他们对自己和自我理解的自发描述，以及他们对自己从事休闲活动的叙述和图片描述。作为一项更大的 5 年纵向研究的一部分，本研究描述了来自 46 年级的时间 1 (2015-16)、146 名 8 年级学生、97 名女性、M年龄 = 12.5 岁和时间 2 (2016-17) 数据的结果9 名学生（33 名女性；M年龄 = 13.5 岁）来自八所学校。参与者完成了“用眼睛读心”测试、自我描述、画和/或写故事来描述愉快的休闲时间活动，以及自我理解访谈 (SU)。自我描述和故事也被编码为精神状态语言（MSL）的频率。结果表明，T1 情绪识别（ER）与 T1 MSL 在休闲时间绘图中以及 T2 ER 和 T2 SU 之间呈正相关。年轻青少年较高水平的 ER 预示 1 年后 SU 水平较高，而 T1 SU 预测 T2 ER。在 2 年内，ER 保持稳定，年龄较大的青少年在 SU 上的得分高于年轻人，女孩在 ER 上的得分高于男孩。讨论了对理论和教育应用的影响。