Development of Emotional Literacy and Empathy among Elementary-Aged Japanese Children

Autor/inn/en	Watanabe, Yayoi; Motomura, Yurika; Saeki, Elina
Titel	Development of Emotional Literacy and Empathy among Elementary-Aged Japanese Children
Quelle	In: International Journal of School & Educational Psychology, 10 (2022) 3, S.316-335 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1837699
Schlagwörter	Foreign Countries; Elementary School Students; Gender Differences; Age Differences; Instructional Program Divisions; Emotional Response; Empathy; Grade 4; Grade 5; Grade 6; Nonverbal Communication; Japan + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Emotionales Verhalten; Empathie; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Non-verbal communication; Nonverbale Kommunikation
Abstract	This study explored cross-sectional gender and grade level trends in emotional literacy and empathy among 634 elementary school children in Japan. Children were presented with hypothetical scenarios involving positive, negative, neutral, and mixed emotions, and identified the emotions that the characters were feeling and the intensity of their emotions. Three-hundred thirty fourth- through sixth-grade children also completed a self-report survey on empathy. Results were mixed. Grade and gender differences emerged in children's ability to identify appropriate emotional expressions in the negative scenario but not in the other scenario types, grade and gender differences were found in the number and variety of emotion words identified, and grade but no gender differences were found in children's ability to differentiate varying levels of perceived emotional intensity. In terms of empathy, gender but no grade level differences were found in empathy levels, and empathy and perceived emotional intensity were related. These grade and gender considerations may be incorporated in social-emotional learning curricula to enhance the utility of programs for diverse populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01