Assessment of Emotion Understanding in Preschoolers: Multiple-Choice vs. Open-Ended Methods

dc.contributor.advisorTeglasi, Hedwigen_US
dc.contributor.authorVerron, Heatheren_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.description.abstractThis study examines a new method of assessing emotion understanding in preschoolers. Prior research has established that preschool is a critical time for emotion understanding development and that emotion understanding abilities are related to such important outcomes as social competence. Traditionally, measures of emotion understanding present multiple-choice questions that require children to select one emotion that is most likely to be elicited in various situations. However, this study proposes an alternative method in which children are asked to explain their answers on a subset of items. Their open-ended responses are then coded for quality of reasoning. Results establish preliminary evidence of the reliability and validity of the new assessment method. Notably, multiple regression analyses indicate that the coded emotion reasoning scores are a better predictor of social competence than scores obtained using traditional multiple-choice procedures. Limitations of the study and implications for future research are also discussed.en_US
dc.subject.pqcontrolledDevelopmental psychologyen_US
dc.subject.pquncontrolledaffective perspective takingen_US
dc.subject.pquncontrolledemotion knowledgeen_US
dc.subject.pquncontrolledemotion understandingen_US
dc.titleAssessment of Emotion Understanding in Preschoolers: Multiple-Choice vs. Open-Ended Methodsen_US


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