View in EDS

Assessing the Concordance between Child Reports and Adult Observations of Single and Mixed Emotion in Children's Drawings of Themselves or Another Child

Saved in:
Bibliographic Details
Title: Assessing the Concordance between Child Reports and Adult Observations of Single and Mixed Emotion in Children's Drawings of Themselves or Another Child
Language: English
Authors: Burkitt, Esther
Source: Educational Psychology. 2018 38(1):75-98.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Young Children, Emotional Response, Psychological Patterns, Freehand Drawing, Vignettes, Self Concept, Likert Scales, Color, Coding, Foreign Countries, Elementary School Students, Art Expression, Self Expression, Content Analysis, Observation, Statistical Analysis
Geographic Terms: United Kingdom
DOI: 10.1080/01443410.2017.1390072
ISSN: 0144-3410
Abstract: The present study assessed concordance between child reported and adult observed strategies to depict single and mixed emotion in the same human figure drawings. 205 children (104 boys, 101 girls) aged 6 years 2 months to 8 years 3 months formed two age groups (6 years 2 months-7 years 2 months and 7 years 3 months-8 years 3 months) across two conditions drawing either themselves or another child. They heard vignettes designed to elicit single and mixed emotion and drew a baseline drawing, counterbalanced happy and sad, and a mixed emotion drawing. Categories of children's verbal reports and adults' observations were similar with some variation of use by condition, age group and emotion type. Mixed emotion strategies were more similar to those observed and reported in happy drawings. Findings are discussed in relation to a framework theory of art and social display rules.
Abstractor: As Provided
Number of References: 85
Entry Date: 2017
Accession Number: EJ1164673
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1164673
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Assessing the Concordance between Child Reports and Adult Observations of Single and Mixed Emotion in Children's Drawings of Themselves or Another Child
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burkitt%2C+Esther%22">Burkitt, Esther</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2018 38(1):75-98.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2018
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Freehand+Drawing%22">Freehand Drawing</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Color%22">Color</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Expression%22">Art Expression</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Expression%22">Self Expression</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2017.1390072
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0144-3410
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study assessed concordance between child reported and adult observed strategies to depict single and mixed emotion in the same human figure drawings. 205 children (104 boys, 101 girls) aged 6 years 2 months to 8 years 3 months formed two age groups (6 years 2 months-7 years 2 months and 7 years 3 months-8 years 3 months) across two conditions drawing either themselves or another child. They heard vignettes designed to elicit single and mixed emotion and drew a baseline drawing, counterbalanced happy and sad, and a mixed emotion drawing. Categories of children's verbal reports and adults' observations were similar with some variation of use by condition, age group and emotion type. Mixed emotion strategies were more similar to those observed and reported in happy drawings. Findings are discussed in relation to a framework theory of art and social display rules.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 85
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1164673
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1164673
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/01443410.2017.1390072
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 75
    Subjects:
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Freehand Drawing
        Type: general
      – SubjectFull: Vignettes
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Color
        Type: general
      – SubjectFull: Coding
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Art Expression
        Type: general
      – SubjectFull: Self Expression
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: Assessing the Concordance between Child Reports and Adult Observations of Single and Mixed Emotion in Children's Drawings of Themselves or Another Child
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burkitt, Esther
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 0144-3410
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Psychology
              Type: main
ResultId 1