Empathy, Emotion Knowledge and Prosocial Behavior in First-Grade Children

The differential effects of low income and material deprivation—in particular, deprivation related to child educational needs—have not been well examined. This study aimed to examine the effects of low income and life-related and child-related deprivation on child behavioral problems. This study used data from first-grade students who participated in the Adachi Child Health Impact of Living Difficulty (A-CHILD) study in 2015, 2017, and 2019 (N = 12,367) in Japan. Material deprivation was divided into life-related deprivation (i.e., lack of items for a living) and child-related deprivation (i.e., lack of children’s books, etc.), and low income was assessed via annual household income. We assessed child behavioral problems and prosocial behavior using the Strengths and Difficulties Questionnaire. One in ten children belonged to low-income families, 15.4% of children experienced life-related deprivation, and 5.4% of children experienced child-related deprivation. While life- and child-related deprivation had significant adverse effects on behavioral problems, they had no association with prosocial behavior. The effects of low income were mediated by parental psychological distress (45.0% of the total effect) and the number of consulting sources (20.8%) on behavioral problems. The effects of life-related and child-related deprivation were mediated by parental psychological distress (29.2–35.0%) and the number of consulting sources (6.4–6.9%) on behavioral problems. Life-related and child-related deprivation, but not low income, are important for child mental health.

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Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal

Development and Psychopathology ◽

10.1017/s0954579401001043 ◽

2001 ◽

Vol 13 (1) ◽

pp. 53-67 ◽

Cited By ~ 142

Author(s):

DAVID SCHULTZ ◽

CARROLL E. IZARD ◽

BRIAN P. ACKERMAN ◽

ERIC A. YOUNGSTROM

Keyword(s):

Low Income ◽

Social Withdrawal ◽

Behavioral Control ◽

Self Regulation ◽

Verbal Ability ◽

First Grade ◽

Social Adaptation ◽

Emotion Knowledge ◽

Children's Emotion ◽

Low Income Families

We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 children from low-income families. After controlling for children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control, children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of children's early social adaptation.

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The role of attentional processes in children's prosocial behavior with peers: Attention shifting and emotion

Development and Psychopathology ◽

10.1017/s0954579403000178 ◽

2003 ◽

Vol 15 (2) ◽

pp. 313-329 ◽

Cited By ~ 26

Author(s):

BEVERLY J. WILSON

Keyword(s):

Prosocial Behavior ◽

Affective State ◽

First Grade ◽

Emotional Behavior ◽

Affective States ◽

Attention Shifting ◽

Attentional Processes ◽

Attentional Shifting ◽

Shifting Attention

This study evaluated the role of attentional shifting in children's prosocial behavior with peers. Participants were 27 aggressive/rejected and 27 nonaggressive/popular kindergarten and first grade boys and girls. Children's ability to shift attention from one affective state to another was assessed during: (a) a computerized task that required shifting attention between different affective events (i.e., the Children's Attentional Shifting Task, CAST) and (b) an analogue entry task with unacquainted peers. Children's latency for sharing with peers was assessed after they experienced failure during the entry task. Aggressive/rejected children had significant difficulty shifting attention from negative to positive affect during the CAST and were slower to share after experiencing entry failure. In general, aggressive/rejected children were less able to regulate their behavior effectively after experiencing social failure. Girls, regardless of status, had less difficulty than boys shifting attention from one affective state to another during the CAST. In addition, children's social status/aggressiveness, their ability to regulate emotional behavior after social failure and to shift attention effectively on the CAST predicted approximately 31% of the variance in their latency to share. These findings suggest that the ability to shift attention between different affective states plays a significant role in children's prosocial behavior with peers.

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Emotion Knowledge, Social Competence, and Internalizing Behaviors Among First Grade Children

PsycEXTRA Dataset ◽

10.1037/e581632007-001 ◽

2006 ◽

Author(s):

Chrystal J. Agnor ◽

Lindsey M. Kremmel ◽

Tana Todd Olson ◽

Amanda Edwards-Stewart

Keyword(s):

Social Competence ◽

First Grade ◽

Internalizing Behaviors ◽

Emotion Knowledge

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First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families

Development and Psychopathology ◽

10.1017/s095457940300018x ◽

2003 ◽

Vol 15 (2) ◽

pp. 331-342 ◽

Cited By ~ 73

Author(s):

SARAH E. FINE ◽

CARROLL E. IZARD ◽

ALLISON J. MOSTOW ◽

CHRISTOPHER J. TRENTACOSTA ◽

BRIAN P. ACKERMAN

Keyword(s):

Externalizing Behaviors ◽

First Grade ◽

Internalizing Behaviors ◽

Fifth Grade ◽

Emotion Knowledge ◽

Expressive Vocabulary ◽

Internalizing And Externalizing Behaviors ◽

Grade Teacher ◽

Self Reports ◽

Internalizing And Externalizing

In this longitudinal study, we examined the relations between emotion knowledge in first grade, teacher reports of internalizing and externalizing behaviors from first grade, and children's self-reported internalizing behaviors in fifth grade. At Time 1, we assessed emotion knowledge, expressive vocabulary, caregiver-reported earned income, and teacher-rated internalizing and externalizing behaviors in 7-year-old children from economically disadvantaged families (N = 154). At Time 2, when the children were age 11, we collected children's self-reports of negative emotions, depression, anxiety, and loneliness. First grade teacher-reported externalizing behaviors, but not first grade internalizing behaviors, were positively related to children's self-reports of internalizing behaviors in fifth grade. First grade emotion knowledge accounted for a significant amount of variance in children's self-reports of internalizing symptoms 4 years later, after controlling for per capita earned income, expressive vocabulary, and teacher-reported internalizing and externalizing behaviors in first grade.

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The joy of obligation: Human cultural worldviews can enhance the rewards of meeting obligations

Behavioral and Brain Sciences ◽

10.1017/s0140525x19002607 ◽

2020 ◽

Vol 43 ◽

Author(s):

Emma E. Buchtel

Keyword(s):

Prosocial Behavior ◽

Moral Obligations ◽

Heritage Culture ◽

Confucian Heritage Culture ◽

Cultural Worldviews

Abstract Is it particularly human to feel coerced into fulfilling moral obligations, or is it particularly human to enjoy them? I argue for the importance of taking into account how culture promotes prosocial behavior, discussing how Confucian heritage culture enhances the satisfaction of meeting one's obligations.

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Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0603.119 ◽

1975 ◽

Vol 6 (3) ◽

pp. 119-124 ◽

Cited By ~ 3

Author(s):

Robert T. Wertz ◽

Michael D. Mead

Keyword(s):

Public School ◽

Cleft Palate ◽

Classroom Teacher ◽

First Grade ◽

Speech Disorders ◽

Third Grade ◽

Second Grade ◽

Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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A Developmental Study of Intonation Recognition

Journal of Speech and Hearing Research ◽

10.1044/jshr.1104.825 ◽

1968 ◽

Vol 11 (4) ◽

pp. 825-832 ◽

Cited By ~ 1

Author(s):

Marilyn M. Corlew

Keyword(s):

Significant Interaction ◽

Multiple Choice ◽

Semantic Content ◽

First Grade ◽

Choice Test ◽

Developmental Study ◽

Multiple Choice Test ◽

The Third ◽

Matching Test ◽

Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

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