Bidirectional Linkages between Emotion Recognition and Problem Behaviors in Elementary School Children.

ABSTRACT: Cross-sectional studies support negative associations between children's skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children's emotion recognition and teacher-reported problem behaviors in 1^st and 3^rd grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1^st grade and in 3^rd

SUBMITTER: Castro VL 

PROVIDER: S-EPMC5842947 | biostudies-literature | 2018 Jun

REPOSITORIES: biostudies-literature