Three Meta-Analyses of Children’s Emotion Knowledge and Their School Success

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Three Meta-Analyses of Children’s Emotion Knowledge and Their School Success. / Voltmer, Katharina; Salisch, Maria.
in: Learning and Individual Differences, Jahrgang 59, 10.2017, S. 107 - 118.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{a12bc39eda364b68b34b873351e68dd8,
title = "Three Meta-Analyses of Children{\textquoteright}s Emotion Knowledge and Their School Success",
abstract = "In this study, we examine the associations between children's emotion knowledge (recognition of emotions in faces and knowledge of external and internal causes for others' emotions) and three dimensions of school success: academic performance, peer acceptance, and school adjustment. Forty-nine studies with 6903 participants (aged from 3 to 12 years) and 185 effect sizes were analyzed in three random-effects multilevel meta-analyses. The mean effect sizes for the associations between emotion knowledge and academic performance, peer acceptance, and school adjustment were r = 0.32, r = 0.19, and r = 0.19, respectively. Among middle-class children, associations between emotion knowledge and academic performance and peer acceptance were stronger. The results of these meta-analyses demonstrate a robust overall relation between emotion knowledge and school success, underline the social contributions to school success, and emphasize the need to conduct further research on the pathways underlying the associations between emotion knowledge and school success. {\textcopyright} 2017 Elsevier Inc.",
keywords = "Psychology, Emotion knowledge, Emotion recognition, School success, Children, meta-analysis",
author = "Katharina Voltmer and Maria Salisch",
year = "2017",
month = oct,
doi = "10.1016/j.lindif.2017.08.006",
language = "English",
volume = "59",
pages = "107 -- 118",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Netherlands : Elsevier Science",

}

RIS

TY - JOUR

T1 - Three Meta-Analyses of Children’s Emotion Knowledge and Their School Success

AU - Voltmer, Katharina

AU - Salisch, Maria

PY - 2017/10

Y1 - 2017/10

N2 - In this study, we examine the associations between children's emotion knowledge (recognition of emotions in faces and knowledge of external and internal causes for others' emotions) and three dimensions of school success: academic performance, peer acceptance, and school adjustment. Forty-nine studies with 6903 participants (aged from 3 to 12 years) and 185 effect sizes were analyzed in three random-effects multilevel meta-analyses. The mean effect sizes for the associations between emotion knowledge and academic performance, peer acceptance, and school adjustment were r = 0.32, r = 0.19, and r = 0.19, respectively. Among middle-class children, associations between emotion knowledge and academic performance and peer acceptance were stronger. The results of these meta-analyses demonstrate a robust overall relation between emotion knowledge and school success, underline the social contributions to school success, and emphasize the need to conduct further research on the pathways underlying the associations between emotion knowledge and school success. © 2017 Elsevier Inc.

AB - In this study, we examine the associations between children's emotion knowledge (recognition of emotions in faces and knowledge of external and internal causes for others' emotions) and three dimensions of school success: academic performance, peer acceptance, and school adjustment. Forty-nine studies with 6903 participants (aged from 3 to 12 years) and 185 effect sizes were analyzed in three random-effects multilevel meta-analyses. The mean effect sizes for the associations between emotion knowledge and academic performance, peer acceptance, and school adjustment were r = 0.32, r = 0.19, and r = 0.19, respectively. Among middle-class children, associations between emotion knowledge and academic performance and peer acceptance were stronger. The results of these meta-analyses demonstrate a robust overall relation between emotion knowledge and school success, underline the social contributions to school success, and emphasize the need to conduct further research on the pathways underlying the associations between emotion knowledge and school success. © 2017 Elsevier Inc.

KW - Psychology

KW - Emotion knowledge

KW - Emotion recognition

KW - School success

KW - Children

KW - meta-analysis

UR - http://www.scopus.com/inward/record.url?scp=85029520731&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2017.08.006

DO - 10.1016/j.lindif.2017.08.006

M3 - Journal articles

VL - 59

SP - 107

EP - 118

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -

DOI