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.

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893-915.

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31

Emotional understanding and awareness in school age: The

contribution of childrens cognitive performance and their

perceptions of parental warmth/coldness

Alexandra Dedikousi, Eleftheria Gonida, & Grigoris Kiosseoglou

School of Psychology, Aristotle University of Thessaloniki

Abstract

The aim of the present study was to examine the development of emotional

understanding and emotional awareness during elementary school age and the

relationships of the aforementioned variables with childrens cognitive performance

and perceived parental warmth and coldness. A total of 399 elementary school

students, 9 to 12 years old, participated in the study. They were asked to respond to

ten emotional scenarios measuring understanding of emotions, fill in two self-report

questionnaires measuring emotional awareness and perceived maternal and paternal

warmth/coldness, as well us to solve a battery of mathematical thinking and deductive

reasoning tasks tapping their cognitive level. Data were analyzed using ANOVAS,

correlations and path analysis. Significant age effects were found, only in regard to

pride, whereas significant gender effects were found in regard to some dimensions of

emotional awareness in favor of girls. Emotional understanding and awareness,

cognitive performance and perceived parental warmth/coldness were significantly

correlated. Perceived maternal warmth and paternal coldness were direct significant

predictors of childrens emotional awareness. Further, perceived maternal coldness

predicted childrens emotional understanding, whereas childrens cognitive

performance significantly mediated the relationship between perceived maternal

coldness and emotional understanding.

Key words: Parental warmth / coldness, Cognitive performance, Emotional

awareness, Emotional understanding.

Contact: Eleftheria Gonida, School of Psychology, Aristotle University of

Thessaloniki, 54124, Thessaloniki, Greece. Tel.: 0030 2310 997309. E-mail:

gonida@psy.auth.gr.