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Title: Test of Emotion Comprehension: Exploring the underlying structure through Confirmatory Factor Analysis and Similarity Structure Analysis
Authors: Rocha, A.
Roazzi, A.
Silva, A.
Candeias, A.A.
Minervino, C.
Roazzi, M.
Pons, F.
Issue Date: 2015
Publisher: Editora UFPE
Citation: Rocha, A.; Roazzi, A.; Silva, A.; Candeias, A.A.; Minervino, C.; Roazzi, M.; Pons, F.Test of Emotion Comprehension: Exploring the underlying structure through Confirmatory Factor Analysis and Similarity Structure Analysis, In Facet Theory: Searching for Structure in Complex Social, Cultural and Psychological Phenomena, 66-84, ISBN: 978-85-415-0282-5. Recife: Editora UFPE, 2015.
Abstract: Some decades of research on emotional development have underlined the contribution of several domains to emotional understanding in childhood. Based on this research, Pons and colleagues (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004) have proposed the Test of Emotion Comprehension (TEC) which assesses nine domains of emotional understanding, namely the recognition of emotions, based on facial expressions; the comprehension of external emotional causes; impact of desire on emotions; emotions based on beliefs; memory influence on emotions; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotional experiences. This instrument was administered individually to 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Additionally, we used the Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012) to assess TEC’s criterion-related validity. Mean differences results in TEC by gender and by socio-economic status (SES) were analyzed. The results of the TEC’s psychometric analysis were performed in terms of items’ sensitivity and reliability (stability, test-retest). Finally, in order to explore the theoretical structure underlying TEC a Confirmatory Factor Analysis and a Similarity Structure Analysis were computed. Implications of these findings for emotional understanding assessment and intervention in childhood are discussed.
Other Identifiers: 978-85-415-0282-5
Type: article
Appears in Collections:PSI - Publicações - Capítulos de Livros

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