Analysis of the emotional vocabulary of primary education students
DOI:
https://doi.org/10.21615/cesp.6240Keywords:
vocabulary, emotions, emotional development, emotional education, emotional intelligence, primary education, age, genderAbstract
The mastery of emotional vocabulary contributes to building our knowledge about the world and promotes the construction of the emotional reality perceived at the individual level. This study focused on identifying differences in emotional vocabulary based on the age and gender of primary school students. The total sample consisted of 551 participants, primary school students from four centers in the Lleida region (Spain), aged between 6 and 12 years. A cross-sectional study with a descriptive-interpretative approach was conducted, and a time-limited, ad hoc developed instrument was applied. The results showed an increase in emotional vocabulary as age increases, doubling its initial volume, and an increase in the repertoire of words referring to negative and ambiguous emotions as age increases. Furthermore, differences in the type and number of words in the emotional vocabulary were detected according to the gender of the participants, with girls presenting a higher number of words associated with positive and negative emotions, and the children to negative.
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Copyright (c) 2023 Maria Ricart Aranda , Mónica Coronel, Anna Solé Llussà, Agnès Ros-Morente, Rafel Bisquerra Alzina
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