The Emotional Correlates to Callous-Unemotional Traits in Children
The Emotional Correlates to Callous-Unemotional Traits in Children
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DOI：
10.1007/s10826-014-0040-3
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发表时间：
2015-08-01
影响因子：
2.1
通讯作者：
Frick, Paul J.
中科院分区：
文献类型：
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作者：
Ciucci, Enrica;Baroncelli, Andrea;Frick, Paul J.
本研究的目的是调查大量未转介的意大利六年级和八年级中学生样本（n = 540；M = 12 岁零 7 个月，SD = 1 岁零 3 个月）的几种情绪特征及其与冷酷无情 (CU) 特征的关联。对这些关联进行了控制学校行为问题的测试，并测试了性别和年级水平的潜在调节作用。结果表明，CU 特质（而不是学校行为问题）与情感和认知共情问题呈负相关。此外，同侪对情绪的评级表明，与过去使用儿童自我报告情绪进行的研究结果相反，同龄人认为行为问题程度较高的学生的恐惧程度较低，但 CU 特征水平较高的学生则不然。同伴对愤怒的评价与 CU 特征和学校行为问题有关。此外，CU 特质水平较高的学生自我报告，识别自己和他人情绪的技能较差，调节情绪的技能较差。然而，在这个中学生样本中，CU 特征与准确识别面部情绪的问题并没有很强的相关性，并且仅在六年级的儿童中发现了少数关联（即识别快乐和恐惧面孔的准确性降低）。这些发现对于理解有学业行为问题的儿童的情绪缺陷如何因 CU 特征水平升高而不同具有重要意义。
The aim of this study was to investigate several emotional characteristics and their associations with callous-unemotional (CU) traits in a large non-referred sample of Italian middle school children in 6th and 8th grades (n = 540; M = 12 years and 7 months, SD = 1 year and 3 months). These associations were tested controlling for school behavior problems and testing for the potential moderating role of sex and grade level. The results indicated that CU traits, but not school behavior problems, were negatively associated with problems in both emotional and cognitive empathy. Further, peer ratings of emotionality indicated that, contrary to findings from past research using a child's self-report of emotions, peers perceive lower levels of fear in students with higher levels of behavior problems but not in those with higher levels of CU traits. Peer ratings of anger were associated with both CU traits and school behavior problems. Further, students with higher levels of CU traits self-reported poorer skills in recognizing their own and others emotions and poorer skills in regulating their emotions. However, in this sample of middle school students, CU traits were not strongly related to problems in accurate identification of facial emotions and the few associations that were found (i.e., reduced accuracy in identifying happy and fear faces) were only found for children in the 6th grade. These findings have important implications for understanding how children with scholastic behavior problems may be different in their emotional deficits depending on the presence of elevated levels of CU traits.