Emotional awareness, mood and individual and social adjustment outcomes in children aged 8-12 years old

  • Lidón Villanueva Universitat Jaume I, Castellón
  • Vicente Prado-Gascó University of Valencia
  • Remedios González-Barrón University of Valencia
  • Inmaculada Montoya University of Valencia
Keywords: Emotional awareness, mood, somatic complaints, adaptation, differentiating emotions, bodily awareness.

Abstract

Emotional awareness or conscious experience of emotion is a key concept related to different individual adjustment child outcomes, such as somatic complaints. This relationship, moderated by mood, has been found in preadolescent and adolescent population. However, little is known in younger children and including other adjustment outcomes, such as adaptation. Therefore, the objective of this work is to analyze the contribution of emotional awareness and mood upon different adjustment outcomes: somatic complaints and inadaptation (assessed by the test TAMAI), in children aged 8-12 years old. Different self-reported questionnaires were administered to 1423 children, with a mean age of 9.8 years old. Results support the influence of emotional awareness (mainly the ability to differentiate emotions and analyze the own emotions), strengthened by mood, not only upon somatic complaints, but also upon personal and social inadaptation. These results come to outline the importance of emotional abilities and the corresponding affective moods, in children daily life.

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Author Biographies

Lidón Villanueva, Universitat Jaume I, Castellón
Associate Professor
Vicente Prado-Gascó, University of Valencia
Research Assistant
Remedios González-Barrón, University of Valencia
Full Professor
Inmaculada Montoya, University of Valencia
Research Assistant

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Published
08-04-2014
How to Cite
Villanueva, L., Prado-Gascó, V., González-Barrón, R., & Montoya, I. (2014). Emotional awareness, mood and individual and social adjustment outcomes in children aged 8-12 years old. Anales De Psicología / Annals of Psychology, 30(2), 772-780. https://doi.org/10.6018/analesps.30.2.159261
Section
Psychology and professional practice