Date of Award:
5-2006
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Psychology
Committee Chair(s)
Tamara J. Ferguson
Committee
Tamara J. Ferguson
Committee
Mary Doty
Committee
Carol Strong
Abstract
The relationship between children's emotion decoding ability and their social acceptance was examined, with a major focus on potential nonlinear components. Based on the display rules literature, the prediction was tested that social acceptance and emotion decoding skills can be best described as an inverted U-shaped function. Children in kindergarten through fifth grade (113 girls and 123 boys) completed measures of postural and facial decoding accuracy (FACES and TALK) and their social acceptance was assessed using child and teacher reports (SPPC or PSPC). The results showed only a statistically significant quadratic relationship for girls and a statistically significant linear relationship for boys in the link between postural decoding and teacher-rated social acceptance.
Checksum
3b6c05805fd7412ae309145f266b84bc
Recommended Citation
Suzuki, Eri, "New Perspectives on the Relationship Between Emotion Decoding and Social Acceptance in School-Age Children" (2006). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 6234.
https://digitalcommons.usu.edu/etd/6234
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