Improving Emotion Recognition Ability to Support Social Development in Children: A Quasi-Experimental Study
NCT ID: NCT07097090
Last Updated: 2025-07-31
Study Results
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Basic Information
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COMPLETED
NA
140 participants
INTERVENTIONAL
2023-02-01
2024-06-01
Brief Summary
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The main questions it aims to answer are:
Is there an inverse relationship between children's ability to recognize nonverbal emotional cues and antisocial behavior, as assessed by teachers?
Does nonverbal intelligence (measured through Raven's Colored Progressive Matrices) significantly predict emotion recognition ability (ERA)?
Researchers compared a group of children who received the intervention (experimental group) with a control group that did not, to see whether improvements in ERA relate to higher prosocial behavior and fewer behavioral difficulties.
Participants were asked to:
Complete the DANVA-2-RV, a standardized tool to assess nonverbal emotion recognition, updated and validated on the study sample;
Complete Raven's Colored Progressive Matrices, to measure nonverbal IQ;
Have their behavior assessed via the SDQ - Teacher Version, filled out by their classroom teachers.
A total of 140 children from four schools were enrolled. Participants were assigned non-randomly to an experimental or control group. Six teachers were involved in the behavioral assessments.
The study is concluded. Expected outcomes include:
A negative correlation between prosocial behavior and emotional confusion;
A weak or non-significant relationship between nonverbal intelligence and emotion recognition ability.
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Detailed Description
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Conditions
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Study Design
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NON_RANDOMIZED
PARALLEL
PREVENTION
NONE
Study Groups
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Emotion Recognition Training Group
Emotion Recognition Training Program: A structured school-based intervention designed to enhance children's ability to recognize emotions through facial expressions, tone of voice, and body language.
Emotion Recognition Training Program Integrated CASEL-based activities with CBT principles and digital tools to enhance emotional attribution and recognition in primary school children.
The intervention consisted of three structured activities based on the CASEL framework (Collaborative for Academic, Social, and Emotional Learning), integrated with cognitive-behavioral principles inspired by the model of Albert Ellis. Sessions included interactive use of digital whiteboards and narrative tools (e.g., emotion-themed interactive stories), aimed at improving children's ability to attribute emotions to others and to emotionally evaluate events.
In addition, a neurostimulative component was included, exposing children to visual stimuli with either neutral or fear-inducing emotional valence. Participants were asked to rate the perceived emotional intensity, supporting the development of self-regulation and emotional differentiation.
No Intervention Control Group
No Intervention: Observational Cohort
Control group received no intervention in order to serve as a baseline for comparison, isolating the effects of the emotion recognition training on behavioral and cognitive outcomes.
Interventions
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Emotion Recognition Training Program: A structured school-based intervention designed to enhance children's ability to recognize emotions through facial expressions, tone of voice, and body language.
Emotion Recognition Training Program Integrated CASEL-based activities with CBT principles and digital tools to enhance emotional attribution and recognition in primary school children.
The intervention consisted of three structured activities based on the CASEL framework (Collaborative for Academic, Social, and Emotional Learning), integrated with cognitive-behavioral principles inspired by the model of Albert Ellis. Sessions included interactive use of digital whiteboards and narrative tools (e.g., emotion-themed interactive stories), aimed at improving children's ability to attribute emotions to others and to emotionally evaluate events.
In addition, a neurostimulative component was included, exposing children to visual stimuli with either neutral or fear-inducing emotional valence. Participants were asked to rate the perceived emotional intensity, supporting the development of self-regulation and emotional differentiation.
No Intervention: Observational Cohort
Control group received no intervention in order to serve as a baseline for comparison, isolating the effects of the emotion recognition training on behavioral and cognitive outcomes.
Eligibility Criteria
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Inclusion Criteria
* Parental/guardian informed consent obtained
* Teacher agreement to complete SDQ - Teacher Version
* Availability for participation in both pre- and post-assessment sessions
* No diagnosed cognitive, psychiatric, or neurological disorders
Exclusion Criteria
* Severe visual, auditory, or motor impairments affecting test participation
* Incomplete parental consent or teacher refusal to collaborate
* Absence from school during key phases of assessment
4 Years
5 Years
ALL
Yes
Sponsors
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University of Foggia
OTHER
Responsible Party
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Alessandro De Santis
Inclusion 4 Children
Locations
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Alessandro De Santis
Foggia, Apulia, Italy
Countries
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References
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Naumann S, Bayer M, Kirst S, van der Meer E, Dziobek I. A randomized controlled trial on the digital socio-emotional competence training Zirkus Empathico for preschoolers. NPJ Sci Learn. 2023 Jun 19;8(1):20. doi: 10.1038/s41539-023-00169-8.
Wells AE, Hunnikin LM, Ash DP, van Goozen SHM. Children with Behavioural Problems Misinterpret the Emotions and Intentions of Others. J Abnorm Child Psychol. 2020 Feb;48(2):213-221. doi: 10.1007/s10802-019-00594-7.
Collaborative for Academic, Social, and Emotional Learning (CASEL). CASEL Guide to Schoolwide SEL Implementation. Chicago, IL: CASEL; 2020.
Song JH, Colasante T, Malti T. Helping yourself helps others: Linking children's emotion regulation to prosocial behavior through sympathy and trust. Emotion. 2018 Jun;18(4):518-527. doi: 10.1037/emo0000332. Epub 2017 Jun 5.
Izard C, Fine S, Schultz D, Mostow A, Ackerman B, Youngstrom E. Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychol Sci. 2001 Jan;12(1):18-23. doi: 10.1111/1467-9280.00304.
Related Links
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Related Info
Other Identifiers
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43681
Identifier Type: -
Identifier Source: org_study_id
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