Table_1_Teachers’ Beliefs About Children’s Anger and Skill in Recognizing Children’s Anger Expressions.pdf

Everyday beliefs often organize and guide motivations, goals, and behaviors, and, as such, may also differentially motivate individuals to value and attend to emotion-related cues of others. In this way, the beliefs that individuals hold may affect the socioemotional skills that they develop. To test the role of emotion-related beliefs specific to anger, we examined an educational context in which beliefs could vary and have implications for individuals’ skill. Specifically, we studied 43 teachers’ beliefs about students’ anger in the school setting as well as their ability to recognize expressions of anger in children’s faces in a dynamic emotion recognition task. Results revealed that, even when controlling for teachers’ age and gender, teachers’ belief that children’s anger was useful and valuable in the school setting was associated with teachers’ accuracy at recognizing anger expressions in children’s faces. The belief that children’s anger was harmful and not conducive to learning, however, was not associated with teachers’ accuracy at recognizing children’s anger expressions. These findings suggest that certain everyday beliefs matter for predicting skill in recognizing specific emotion-related cues.

日常信念往往组织并指导动机、目标与行为，因此，也可能使个体差异性地重视并关注他人情绪相关的线索。在此意义上，个体所持有的信念可能影响其社会情感技能的发展。为了检验特定于愤怒情绪的信念的作用，我们考察了信念可能存在差异且对个体技能具有影响的受教育环境。具体而言，我们研究了43位教师在校园环境中对学生愤怒信念的看法，以及他们在动态情绪识别任务中识别儿童面部愤怒表情的能力。研究结果揭示了，即使在控制教师年龄和性别的情况下，教师认为儿童的愤怒在学校环境中具有实用性和价值这一信念与教师识别儿童面部愤怒表情的准确性相关联。然而，认为儿童的愤怒具有危害性且不利于学习的信念，则与教师识别儿童愤怒表情的准确性无关。这些发现表明，某些日常信念对于预测识别特定情绪相关线索的技能具有重要意义。