An Investigation into the Emotion Situation Knowledge of Early Primary School-Aged Children with Language Impairment and the Impact on Their Peer Relations

Autor/inn/en	Vouyoukas, Constantinos; Sortsi, Dimitra
Titel	An Investigation into the Emotion Situation Knowledge of Early Primary School-Aged Children with Language Impairment and the Impact on Their Peer Relations
Quelle	In: European Journal of Special Needs Education, 38 (2023) 6, S.850-864 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vouyoukas, Constantinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2023.2179308
Schlagwörter	Young Children; Elementary School Students; Language Impairments; Emotional Response; Knowledge Level; Peer Relationship; Perspective Taking; Predictor Variables; Friendship; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Emotionales Verhalten; Wissensbasis; Peer-Beziehungen; Zukunftsperspektive; Prädiktor; Freundschaft; Ausland; Griechenland
Abstract	This study explored emotion situation knowledge of 6-8-year-old primary schoolchildren with language impairment (LI) and its relationship with their peer relations. Emotion situation knowledge contains experience-based predictions and anticipations of what will a person likely feel based on information about a particular social situation. To select study participants, the Detroit Test of Learning Aptitude (DTLA) was applied. Emotion situation knowledge was assessed with the use of vignettes, and peer relations were assessed with a peer relation checklist. Research findings indicated that: (i) children with LI had significant difficulties in understanding simple and mixed emotions as compared to their typically developing peers and (ii) emotion situation knowledge was a significant predictor for the participation of children with LI in academic activities and friendship relations. It is argued that the emotion-situated knowledge, which contains normative emotion expectations, may promote the peer relations of children with LI because it can help them respond to others in a more predictable way. Future research is needed to investigate the predictive utility of different facets of emotion knowledge on various domains of peer relations of children with LI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01