A Review Study of Psychometric Functioning of a Picture Scale to Assess Joy in Childhood — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
A Review Study of Psychometric Functioning of a Picture Scale to Assess Joy in Childhood
Institute of Scientific Research, University of La Cuenca del Plata, National Council of Scientific and Technical Research (CONICET), Buenos Aires, Argentina
,
Interdisciplinary Center of Mathematical and Experimental Psychology Research, National Council of Scientific and Technical Research (CONICET), Buenos Aires, Argentina
,
River Plate Adventist University, Superior Adventist Institute of Misiones, Misiones, Argentina
1 Institute of Scientific Research, University of La Cuenca del Plata, National Council of Scientific and Technical Research (CONICET), Buenos Aires, Argentina
2 Interdisciplinary Center of Mathematical and Experimental Psychology Research, National Council of Scientific and Technical Research (CONICET), Buenos Aires, Argentina
3 River Plate Adventist University, Superior Adventist Institute of Misiones, Misiones, Argentina
The early emergence of emotional understanding by means of facial expressions allows the assessment of basic emotions from young ages through pictures or photographs of human faces. This evaluation strategy allows children, with limited language to reveal feelings that neither investigators nor clinicians would be able to obtain verbally. The present work presents a non-verbal activity aimed at testing children’s joy. It is based on a visual analogue scale integrated by seven pictures of infant facial expressions. This scale has the advantage of presenting an animated design, more friendly and appealing than simplified face scales. Its psychometric functioning, revised from different studies, demonstrates that it is a reliable and valid alternative to analyze the experience of joy in small children.
KeywordsPositive EmotionsJoyAssessmentChildren
Albanese, O., De Stasio, S., Di Chiacchio, C., Fiorilli, C., & Pons, F. (2010). Emotion Comprehension: The Impact of Non-Verbal Intelligence. The Journal of Genetic Psychology, 171, 101-115. http://dx.doi.org/10.1080/00221320903548084
Baumrind, D. (1966). Effects of Authoritative Parental Control on Child Behavior. Child Development, 37, 887-907. http://dx.doi.org/10.2307/1126611
Benaim, C., Froger, J., Cazottes, C., Gueben, D., Porte, M., Desnuelle, C., & Pelissier, J. Y. (2007). Use of the Faces Pain Scale by Left and Right Hemispheric Stroke Patients. Pain, 128, 52-58. http://dx.doi.org/10.1016/j.pain.2006.08.029
Betancourt Ocampo, D. B., & Andrade Palos, P. A. (2011). Control parental y problemas emocionales y de conducta en adolescentes [Parental Control and Emotional and Behavioral Problems in Adolescents]. Revista Colombiana de Psicologia, 20, 27-41.
Bloch, S. (2008). Alba Emotion. Generacion y modulacion de las emociones desde la respiracion. In S. Ferrer Ducau (Ed.), [Alba Emotion. Generation and modulation of emotions from breathing] Las emociones (pp. 161-180). Santiago de Chile: Mediterraneo.
Bowlby, J. (2009). Una base segura [A Secure Base]. Buenos Aires: Paidos.
Campbell, D. T. (1960). Recommendations for APA Test Standards Regarding Construct, Trait, or Discriminant Validity. American Psychologist, 15, 546. http://dx.doi.org/10.1037/h0048255
Cassidy, J. & Asher, S. (1992). Loneliness and Peer Relations in Young Children. Child Development, 63, 350-365. http://dx.doi.org/10.2307/1131484
Chambers, C. T., Giesbrecht, K., Craig, K. D., Bennett, S. M., & Huntsman, E. (1999). A Comparison of Faces Scales for the Measurement of Pediatric Pain: Children’s and Parents’ Ratings. Pain, 83, 25-35. http://dx.doi.org/10.1016/S0304-3959(99)00086-X
Chen, X., Liu, M., Rubin, K., Cen, G., & Gao, X. (2002). Sociability and Prosocial Orientation as Predictors of Youth Adjustment: A Seven-Year Longitudinal Study in a Chinese Simple. International Journal of Behavioral Development, 26, 128-136. http://dx.doi.org/10.1080/01650250042000690
Cronbach, L. J., & Meehl, P. E. (1955). Construct Validity in Psychological Tests. Psychological Bulletin, 52, 281-302. http://dx.doi.org/10.1037/h0040957
Delgado Egido, B., & Contreras, F. (2009). Desarrollo social y emocional [Social and Emotional Development]. In B. Delgado Egido (Coord.), Psicologia del desarrollo. Vol. 2: Desde la infancia a la vejez [Developmental Psychology. Vol. 2: From Infancy to Old Age] (pp. 35-66). Madrid: McGraw-Hill.
Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and Behavioral Predictors of Preschool Peer Ratings. Child Development, 61, 1145-1152. http://dx.doi.org/10.2307/1130882
David, R., Herring, D. R., Burleson, M. H., Roberts, N. A., & Devine, M. J. (2011). Coherent with Laughter: Subjective Experience, Behavior, and Physiological Responses during Amusement and Joy. International Journal of Psychophysiology, 79, 211-218. http://dx.doi.org/10.1016/j.ijpsycho.2010.10.007
Ekman, P. (1973). Cross-Cultural Studies of Facial Expression. In P. Ekman (Ed.), Darwin and Facial Expression: A Century of Research in Review (pp. 169-222). New York: Academic Press.
Ekman, P. (2003). Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life. New York: Times Books.
Ekman, P., Hager, J. C., & Friesen, W. V. (1981). The Symmetry of Emotional and Deliberate Facial Actions. Psychophysiology, 18, 101-106. http://dx.doi.org/10.1111/j.1469-8986.1981.tb02919.x
Frank, M., & Ekman, P. (1993). Not All Smiles Are Created Equal: The Differences between Enjoyment and Nonenjoyment Smiles. Humor, 6, 9-26. http://dx.doi.org/10.1515/humr.1993.6.1.9
Fredrickson, B. (1998). What Good Are Positive Emotions? Review of General Psychology, 2, 300-319. http://dx.doi.org/10.1037/1089-2680.2.3.300
Fredrickson, B. (2000). Cultivating Positive Emotions to Optimize Health and Well-Being. Prevention & Treatment, 3. http://www.unc.edu/peplab/publications/cultivating.pdf http://dx.doi.org/10.1037/1522-3736.3.1.31a
Fredrickson, B. (2001). The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions. American Psychologist, 56, 218-226. http://dx.doi.org/10.1037/0003-066X.56.3.218
Fredrickson, B. (2004). The Broaden-and-Build Theory of Positive Emotions. Philosophical Transactions of the Royal Society B: Biological Sciences, 359, 1367-1377. http://dx.doi.org/10.1098/rstb.2004.1512
Fredrickson, B. L., & Cohn, M. A. (2008). Positive Emotions. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of Emotions (pp. 777-796). New York: Guilford Press.
Frijda, N. H., Manstead, A. S. R., & Bem, S. (2000). Emotions and Beliefs. How Feelings Influence Thoughts. Paris: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511659904
Gao, X., & Maurer, D. (2009). Influence of Intensity on Children’s Sensitivity to Happy, Sad, and Fearful Facial Expressions. Journal of Experimental Child Psychology, 102, 503-521. http://dx.doi.org/10.1016/j.jecp.2008.11.002
Gao, X., & Maurer, D. (2010). A Happy Story: Developmental Changes in Children’s Sensitivity to Facial Expressions of Varying Intensities. Journal of Experimental Child Psychology, 107, 67-86. http://dx.doi.org/10.1016/j.jecp.2010.05.003
Garrido Gutierrez, I. (2000). Psicologia de la emocion [Psychology of Emotion]. Madrid: Sintesis.
Giqueaux, G., & Oros, L. (2008). Las emociones positivas como facilitadoras de la sociabilidad infantil [Positive Emotions as Facilitators of Children’s Sociability]. XII Congreso Nacional de Psicodiagnostico, ADEIP, Buenos Aires.
Gosselin, P., Perron, M., & Maassarania, R. (2009). Children’s Ability to Distinguish between Enjoyment and Nonenjoyment Smiles. Infant and Child Development, 19, 297-312.
Hills, P., & Argyle, M. (2002). The Oxford Happiness Questionnaire: A Compact Scale for the Measurement of Psychological Well-Being. Personality and Individual Differences, 33, 1073-1082. http://dx.doi.org/10.1016/S0191-8869(01)00213-6
Holder, M. D., Coleman, B., & Singh, K. (2011). Temperament and Happiness in Children in India. Journal of Happiness Studies, 13, 261-274. http://dx.doi.org/10.1007/s10902-011-9262-x
Jimenez Moron, D., & Saiz Ruiz, J. (1998). Una escala facial de depresion para poblaciones de bajo nivel cultural: Resultados preliminares en una muestra de pacientes psiquiatricos ambulatorios [A Depression Face Scale for Poorly Educated Populations: Preliminary Results in a Sample of Psychiatric Outpatients]. Revista Electronica de Psiquiatria, 2. http://www.psiquiatria.com/psiquiatria/vol2num1/art_5.htm
Karayanidis, F., Kelly, M., Chapman, P., Mayes, A., & Johnston, P. (2009). Facial Identity and Facial Expression Matching in 5-12-Year-Old Children and Adults. Infant and Child Development, 18, 404-421. http://dx.doi.org/10.1002/icd.615
Kerns, K. A., Klepar, L., & Cole, A. (1996). Peer Relationships and Preadolescents’ Perceptions of Security in the Child-Mother Relationship. Developmental Psychology, 32, 457-466. http://dx.doi.org/10.1037/0012-1649.32.3.457
Lazarus, R. S. (2000). Estres y emocion. Manejo e implicaciones en nuestra salud [Stress and Emotion. Management and Implications on Our Health]. Bilbao: Desclee de Brouwer.
Lemos, V. (2005). Construccion y validacion de una escala para la evaluacion de la deseabilidad social infantil (EDESI) [Construction and Validation of a Scale to Assess Social Desirability in Children (EDESI). Interdisciplinaria, 22, 77-96.
Levav, M. (2005). Neuropsicologia de la emocion. Particularidades en la infancia [Neuropsychology of Emotion. Special Features in Childhood]. Revista Argentina de Neuropsicologia, 5, 15-24.
Lyubomirsky, S. (2007). The How of Happiness. New York: The Penguin Press.
Lyubomirsky, S., & Lepper, H. S. (1999). A Measure of Subjective Happiness: Preliminary Reliability and Construct Validation. Social Indicators Research, 46, 137-155. http://dx.doi.org/10.1023/A:1006824100041
MacDonald, P. M., & Kirkpatrick, S. W. (1996). Schematic Drawings of Facial Expressions for Emotion Recognition and Interpretation by Preschool-Age Children. Genetic, Social & General Psychology Monographs, 122, 375-388.
Martin, A. F., Avero, P., & Gutierrez Calvo, M. (2012). A Smile Makes the Eyes Look Happy. Escritos de Psicologia, 5, 25-33.
Martinez Arias, R. (1995). Psicometria: Teoria de los tests psicologicos y educativos [Psychometrics: Theory of Psychological and Educational Tests]. Madrid: Sintesis Psicologia.
Matson, J., Rotatori, A., & Helsel, W. (1983). Development of a Rating Scale to Measure Social Skills in Children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Behaviour Research and Therapy, 21, 335-340. http://dx.doi.org/10.1016/0005-7967(83)90001-3
Matsumoto, D., Keltner, D., Shiota, M. N., O’Sullivan, M., & Frank, M. (2008). Facial Expressions of Emotion. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of Emotions (3rd ed., pp. 211-234). New York: Guilford Press.
Merrell, K., & Gimpel, G. (1998). Social Skills of Children and Adolescents. Conceptualization, Assessment, Treatment. Mahwah, NJ: Lawrence Erlbaum Associates.
Michelson, L., Sugai, D., Wood, R., & Kazdin, A. (1987). Las habilidades sociales en la infancia [Social Skills in Childhood]. Barcelona: Martinez Roca.
Montgomery, S. A., & Asberg, M. (1979). A New Depression Scale Designed to Be Sensitive to Change. The British Journal of Psychiatry, 134, 382-389. http://dx.doi.org/10.1192/bjp.134.4.382
Miro, J., & Huguet, A. (2004). Evaluation of Reliability, Validity, and Preference for a Pediatric Pain Intensity Scale: The Catalan Version of the Faces Pain Scale—Revised. Pain, 111, 59-64. http://dx.doi.org/10.1016/j.pain.2004.05.023
Niedenthal, P. M., Mermillod, M., Maringer, M., & Hess, U. (2010). The Simulation of Smiles (SIMS) Model: Embodied Simulation and the Meaning of Facial Expression. Behavioral and Brain Sciences, 33, 417-433. http://dx.doi.org/10.1017/S0140525X10000865
Nogales, A. M. (1997). Evaluacion estructurada de la personalidad [Structured Assessment of Personality]. Madrid: Piramide.
Oliva, A. (2006). Relaciones familiares y desarrollo adolescente [Family Relationships and Adolescent Development]. Anuario de Psicologia, 37, 209-223.
Oros, L. (2006). Aplicacion Piloto de un Programa de Promocion de Emociones Positivas en un grupo de ni-os en riesgo ambiental [Pilot Implementation of a Program to Promote Positive Emotions in a Group of Children at Environmental Risk]. First Latin American Conference on Positive Psychology, University of Palermo, Buenos Aires.
Oros, L. B. (2008). Avances metodologicos en evaluacion de emociones positivas en ni-os en riesgo social [Methodological Advances in the Assessment of Positive Emotions in Children at Social Risk]. Revista Evaluar, 8, 20-33.
Oros, L. B. (2009). Impacto de una intervencion continua para estimular las emociones positivas en ni-os y ni-as afectados por la pobreza [The Impact of a Continued Intervention to Stimulate Positive Emotions in Children Affected by Poverty]. In M. C. Richaud de Minzi, & J. E. Moreno (Eds.), Recientes desarrollos iberoamericanos en investigacion en Ciencias del Comportamiento [Latest Developments in Latin American Research in the Behavioral Sciences] (pp. 243-255). Buenos Aires: CIIPME.
Oros, L. B. (2013). ¿Como evaluar la alegria en la infancia? Utilidad y funcionamiento de una escala pictorica [How to Assess Joy in Childhood. Utility and Operation of a Pictorial Scale]. Technical Report PRI2-2013, Misiones: Research Department, Instituto Superior Adventista de Misiones.
Oros, L. B. (2014). Nuevo cuestionario de emociones positivas para ninos [New Questionnaire for Children of Positive Emotions]. Anales de Psicologia, 30, 522-529. http://dx.doi.org/10.6018/analesps.30.2.158361
Oros, L., & Greco, C. (2009). ¿A que atribuyen la alegria los ni-os de contextos urbano-marginales? Un estudio comparativo [To What Things Do Children from Marginal Urban Contexts Attribute Joy? A Comparative Study]. The XXXII Interamerican Congress of Psychology, Interamerican Society of Psychology, Guatemala City.
Oros, L. B., Manucci, V., & Richaud de Minzi, M. C. (2011). Desarrollo de emociones positivas en la ninez. Lineamientos para la intervencion escolar [Development of Positive Emotions in Childhood. Guidelines for School Intervention]. Educacion y Educadores, 14, 493-509. http://dx.doi.org/10.5294/edu.2011.14.3.3
Oros, L. B., Vargas Rubilar, J., & Krumm, G. (2014). Parentalidad y emociones positivas durante la ninez [Parenting and Positive Emotions during Childhood]. Acta Psiquiatrica y Psicologica de America Latina, 60, 25-35.
Platt, T., Hofmann, J., Ruch, W., & Proyer, R. T. (2013). Duchenne Display Responses toward Sixteen Enjoyable Emotions: Individual Differences between No and Fear of Being Laughed at. Motivation and Emotion, 37, 776-786. http://dx.doi.org/10.1007/s11031-013-9342-9
Pons, F., & Harris, P. L. (2005). Longitudinal Change and Longitudinal Stability of Individual Differences in Children’s Emotion Understanding. Cognition & Emotion, 19, 1158-1174. http://dx.doi.org/10.1080/02699930500282108
Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion Comprehension between 3 and 11 Years: Developmental Periods and Hierarchical Organization. European Journal of Developmental Psychology, 1, 127-152. http://dx.doi.org/10.1080/17405620344000022
Pons, F., Lawson, J., Harris, P. L., & de Rosnay, M. (2003). Individual Differences in Children’s Emotion Understanding: Effects of Age and Language. Scandinavian Journal of Psychology, 44, 347-353. http://dx.doi.org/10.1111/1467-9450.00354
Richaud de Minzi, M. C. (2002). Inventario acerca de la percepcion que tienen los ninos y las ninas de las relaciones con sus padres y madres: Version para 4 a 6 anos [Inventory on Children’s Perception about Their Relationships with Their Parents: Version for 4-6 Years]. Revista Interamericana de Psicologia, 36, 149-165.
Richaud de Minzi, M. C. (2005). Teoria de la medicion y teoria psicologica: Su articulacion en los tests [Measurement Theory and Psychological Theory: Their Articulation in Test]. Suma Psicologica, 12, 7-22.
Richaud de Minzi, M. C. (2007). La percepcion de estilos de relacion con su padre y madre en ninos y ninas de 8 a 12 anos [Perception of Styles of Relationship with Parents in Children Aged 8-12 Years]. Revista Iberoamericana de Evaluacion Psicologica, 1, 63-81.
Richaud de Minzi, M. C., Sacchi, C., & Moreno, J. E. (2001). Desarrollo de resiliencia en ninos en riesgo ambiental por pobreza extrema [Development of Resilience in Children at Environmental Risk Due to Extreme Poverty]. Technical Report PICT 99/04-06300, Buenos Aires: CIIPME-CONICET.
Segrin, C., & Taylor, M. (2007). Positive Interpersonal Relationships Mediate the Association between Social Skills and Psychological Well-Being. Personality and Individual Differences, 43, 637-646. http://dx.doi.org/10.1016/j.paid.2007.01.017
Schulz Begle, A. (2009). Correlatos emocionales y relacionales de las habilidades sociales en los ninos argentinos [Emotional and Relational Correlates of Social Skills in Argentine Children]. In M. C. Richaud de Minzi (Ed.), Investigacion en Ciencias del Comportamiento: Avances Iberoamericanos (pp. 351-379). Buenos Aires: CIIPME-CONICET.
Schulz Begle, A. (2012). Habilidades sociales como recursos psicologicos durante la ni-ez: Su relacion con las practicas parentales, las emociones positivas y negativas y los estilos de afrontamiento [Social Skills as a Psychological Resource during Childhood, Its Relation to Parenting Practices, Positive and Negative Emotions and Coping Styles]. Doctoral Thesis, San Luis: Universidad Nacional de San Luis.
Schulz Begle, A., Lemos de Ciuffardi, V., & Richaud de Minzi, M. C. (2009). Validacion de la Positive Affect and Negative Affect Schedule version ninos (PANAS-C) en la poblacion infantil argentina [Validation of the Positive Affect and Negative Affect Schedule-child form (PANAS-C) in Argentine children]. XXXII Interamerican Congress of Psychology, Guatemala City, 28 June-2 July 2009.
Stifter, C. A., & Fox, N. A. (1986). Preschool Children’s Ability to Identify and Label Emotions. Journal of Nonverbal Behavior, 10, 255-266. http://dx.doi.org/10.1007/BF00987483
Trianes, M., Blanca, M., Munoz, A., Garcia, B., Cardelle-Elawar, M., & Infante, L. (2002). Relaciones entre evaluadores de la competencia social en preadolescentes: Profesores, iguales y autoinformes [Relationship among Assessors of Social Competence in Preadolescents: Teachers, Peers and Self-Reports]. Anales de Psicologia, 18, 197-214.
Vaughan Sallquist, J., Eisenberg, N., Spinrad, T., Reiser, M., Hofer, C., Zhou, Q., Liew, J., & Eggum, N. (2009). Positive and Negative Emotionality: Trajectories accross Six Years and Relations with Social Competence. Emotion, 9, 15-28. http://dx.doi.org/10.1037/a0013970
Wang, Q., Pomerantz, E. M., & Chen, H. (2007). The Role of Parents’ Control in Early Adolescents’ Psychological Functioning: A Longitudinal Investigation in the United States and China. Child Development, 78, 1592-1610. http://dx.doi.org/10.1111/j.1467-8624.2007.01085.x
Ware, L. J., Epps, C. D., Herr, K., & Packard, A. (2006). Evaluation of the Revised Faces Pain Scale, Verbal Descriptor Scale, Numeric Rating Scale, and Iowa Pain Thermometer in Older Minority Adults. Pain Management Nursing, 7, 117-125. http://dx.doi.org/10.1016/j.pmn.2006.06.005
Watson, D. (2005). Positive Affectivity: The Disposition to Experience Pleasurable Emotional States. In R. Snyder, & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 106-119). New York: Oxford University Press.
Widen, S. C., & Russell, J. A. (2008). Children Acquire Emotion Categories Gradually. Cognitive Development, 23, 291-312. http://dx.doi.org/10.1016/j.cogdev.2008.01.002
Wong, D. L., & Baker, C. M. (1988). Pain in Children: Comparison of Assessment Scales. Pediatric Nursing, 14, 9-17.