Natalie de Nóbrega dos Santos

Desenvolvimento da Compreensão Emocional

A compreensao emocional e a habilidade sociocognitiva de reconhecer as emocoes, compreender as respostas as emocoes dos outros e das situacoes emocionais, abarcando uma serie de habilidades e compreensoes relacionadas com a emocao, como a compreensao da relacao entre emocoes e outros estados mentais, conhecimento de estrategias de regulacao das emocoes e compreensao de respostas emocionais ambivalentes. Nos ultimos 20 anos, varios estudos tem demonstrado a existencia de importantes mudancas na compreensao emocional da crianca entre os 18 meses e os 12 anos de idade (Pons, Harris, & de Rosnay, 2004). Sendo a compreensao emocional uma componente-chave da competencia emocional das criancas (Belacchi & Farina, 2010), neste artigo apresentaremos alguns conceitos e formulacoes importantes acerca do seu desenvolvimento.

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.