Emotional Development: Action, Communication, and Understanding

By C. Saarni, J. Campos, L. Camras, David C. Witherington. 2007

536 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6dac54e43a80d9182ea0e5156bad1ca0d0402ea5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Emotion-based Dispositions to Rash Action: Positive and Negative Urgency (2008, unknown): “The experience of emotions facilitates action (Frijda, 1986; Lang, 1993; Saami et al., 1998).”
Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety (2005, background): “…researchers also view emotions as providing important information regarding the extent to which a certain event, person or situation undermines or promotes the attainment of personally important goals or motivational states (e.g., Assor, Aronoff, & Messe, 1986; Lazarus, 1991; Saarni et al., 1998).”
Emotion and Emotion Regulation: Two Sides of the Developing Coin (2011, background): “Virtually all definitions of emotion regulation emphasize its goal orientation (see, e.g., Frijda, 1987; Izard, 2009; Saarni et al., 2006).”
Association Between Adolescent Suicide Ideation, Suicide Attempts and Emotional Self-Efficacy (2013, background): “capacity for empathy and sympathy involving the emotions of others; Skills in recognizing that inner emotional state does not need to translate to outer emotional expression; Developing a capacity for managing stress; and Developing the ability to recognize that the formation of relationships, to so”
Children’s Perceptions of Intimate Partner Violence: Causes, Consequences, and Coping (2011, background): “In each case, anger also motivates the individual to try to preserve the goal or stop the moral violation (Saarni et al. 1998; Stein and Levine 1989; Stein and Liwag 1997).”
Emotion regulation from early adolescence to emerging adulthood and middle adulthood (2014, background): “However, as different emotions are characterized by different elicitors and action tendencies (Saarni et al., 2006) emotion regulation may develop in an emotion-specific manner.”
Longitudinal change and longitudinal stability of individual differences in children's emotion understanding (2005, background): “…children (Pons et al., 2002a, 2003) and was also quite consistent with what may be inferred from the ample literature on children's emotion understanding (e.g., for reviews, see Harris, 1989; Lewis & Haviland-Jones, 2000; Pons et al., 2000; Saarni & Harris, 1989; Saarni et al., 1998 for reviews).”
Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, background): “Instead, it may be positioned within the context of a long-established and extensive scholarly literature (see Wentzel, 1991; Saarni et al., 2006) linking a range of social and emotional competencies (from self-regulation to conflict resolution) with a range of valued outcomes (from social…”