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How Do Children Who Understand Mixed Emotion Represent Them in Freehand Drawings of Themselves and Others?

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Title: How Do Children Who Understand Mixed Emotion Represent Them in Freehand Drawings of Themselves and Others?
Language: English
Authors: Burkitt, Esther, Watling, Dawn
Source: Educational Psychology. 2016 36(5):935-955.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Children, Preadolescents, Emotional Response, Freehand Drawing, Vignettes, Self Concept, Foreign Countries, Likert Scales, Color, Coding, Psychological Patterns, Regression (Statistics)
Geographic Terms: United Kingdom
DOI: 10.1080/01443410.2015.1044942
ISSN: 0144-3410
Abstract: This research is the first to assess children's representation of mixed emotion using a freehand drawing task. Two hundred and forty-one 5--11-year olds completed a drawing and a colour preference task. Children heard a condition appropriate vignette about themselves or a protagonist designed to evoke mixed emotion, and were asked to draw the self or the protagonist experiencing neutral, happy and sad affect. Children who reported mixed emotions after the story also drew themselves or the protagonist experiencing mixed emotion. For mixed emotion, children used red, green and blue more in drawings of the protagonist, and yellow more in drawings of the self. Interestingly, strategies for mixed emotion drawings were similar to those used for happy drawings; more specifically, in drawings of the self, children were particularly more likely to use smiles (for happy and sad drawings) and fewer frowns. Findings are discussed in relation to self-presentational behaviour.
Abstractor: As Provided
Number of References: 65
Entry Date: 2016
Accession Number: EJ1099929
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/01443410.2015.1044942
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  Data: This research is the first to assess children's representation of mixed emotion using a freehand drawing task. Two hundred and forty-one 5--11-year olds completed a drawing and a colour preference task. Children heard a condition appropriate vignette about themselves or a protagonist designed to evoke mixed emotion, and were asked to draw the self or the protagonist experiencing neutral, happy and sad affect. Children who reported mixed emotions after the story also drew themselves or the protagonist experiencing mixed emotion. For mixed emotion, children used red, green and blue more in drawings of the protagonist, and yellow more in drawings of the self. Interestingly, strategies for mixed emotion drawings were similar to those used for happy drawings; more specifically, in drawings of the self, children were particularly more likely to use smiles (for happy and sad drawings) and fewer frowns. Findings are discussed in relation to self-presentational behaviour.
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