Understanding emotion awareness and emotion vocabulary in early primary school Vietnamese children: Quantitative and qualitative analyses
(2020) Psych Journal — (2020)
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- Authors
Grégoire, Jacques 
- et. al.
- Abstract
- Although being fundamental for both clinical and educational work with children, there is currently no in-depth research on examining children’s emotion awareness and vocabulary in Vietnam. The goal of this exploratory study is to determine the effect of chil- dren’s gender, grade level, and socioeconomic background on their emotion awareness and vocabulary, and the semantic and grammatical diversity of Vietnamese children’s emotional vocabulary. The sample included 264 Vietnamese children (M = 7.80, SD = .97, 43.18% boys) as well as their mothers. Quantitative findings suggested that children in Grade 3 more frequently quoted surprise- and anger-related vocabulary than did those in lower grades. Children’s socioeconomic background had a significant effect on both emotion awareness and vocabulary whereas gender did not. Qualitative analysis revealed diverse grammatical types to describe emotions, except idioms, as well as the presence of body-related emotion vocabulary within children’s records. Finally, a high prevalence of emotion words such as “happy” and “sad” was subject to further cross-cultural review.
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Citations
Le Hoang, T. H., Grégoire, J., & et al. (2020). Understanding emotion awareness and emotion vocabulary in early primary school Vietnamese children: Quantitative and qualitative analyses. Psych Journal. Published. https://doi.org/10.1002/pchj.409 (Original work published 2020)