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, Cattell,

11

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Tabachnick & Fidell, 2001).

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25 ,
.

Cronbach a = .74
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a = .66
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12

.
(1992) (),
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13

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14

/ ),
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). ,
36.19% (18.86%
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a = .83 .

2011,
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9-12 ,
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15

, Pillais = .092, F(21, 387) = 2.043, p = .006, = .031.
,
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* . p = .01.

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2, ,

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2.48, .. = .34 .. = 2.29, .. = .34 , )
, F(1, 296) = 13.008, p = .000, =
.042, (.. = 2.06, .. = .52 .. = 1.86, .. = .49 ,

16

) (. 2).
, Pillais = .035, F(7, 387) = 2.320, p
> .05.
2

&

.. (..)

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2.33 (.39)
2.29 (.34)
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2.05 (.52)

* . p = .05

,
Pearson r (. 3). 3, /

(r = .253, p <. 000),
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(r = -.238, p < .001 r = -.176, p < .01
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17

(. 3).
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1
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7. .

.032
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.677***

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*p < .05, **p < .01, ***p < .001

( 3) (path
analysis) MLR (Maximum Likelihood Robust)1.
Mplus 5 (Muthen & Muthen,
2007).


( 3).
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), (
)
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.
1

Maximum Likelihood Robust (MLR) Maximum

Likelihood (ML) .

18

,
.

1. :
(6, = 399) = 2.672, p > .05, CFI = 1.000, TLI = 1.083, RMSEA = .000, SRMR =
.013. /
( = -.187, p < .001)
( = .204, p < .001).
,
( = .151, p < .05)
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( = -.054, p < .001)2.
(
),
(Hu & Bentler, 1999). , ,
100 (.., Lei & Lomax,
2005),

.

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19

.
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, (Denham, 1998. Draghi-Lorenz et al., 2001. Saarni &
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20

-.187***

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n.s.

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n.s.: non-significant

21

,
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,
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(Denham, 1998. Draghi-Lorenz et al., 2001. Saarni, 1999. Smith & Walden,
1998).
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(Bajgar et al., 2005. Barrett et al., 2009. Saarni &

22

Harris, 1989. Saarni, 1999). ,

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23

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(Denham et al., 1994. Denham, 1998. Garner
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9-12 .

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24

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.

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29

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-
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30

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31

Emotional understanding and awareness in school age: The

contribution of childrens cognitive performance and their
perceptions of parental warmth/coldness
Alexandra Dedikousi, Eleftheria Gonida, & Grigoris Kiosseoglou
School of Psychology, Aristotle University of Thessaloniki

Abstract
The aim of the present study was to examine the development of emotional
understanding and emotional awareness during elementary school age and the
relationships of the aforementioned variables with childrens cognitive performance
and perceived parental warmth and coldness. A total of 399 elementary school
students, 9 to 12 years old, participated in the study. They were asked to respond to
ten emotional scenarios measuring understanding of emotions, fill in two self-report
questionnaires measuring emotional awareness and perceived maternal and paternal
warmth/coldness, as well us to solve a battery of mathematical thinking and deductive
reasoning tasks tapping their cognitive level. Data were analyzed using ANOVAS,
correlations and path analysis. Significant age effects were found, only in regard to
pride, whereas significant gender effects were found in regard to some dimensions of
emotional awareness in favor of girls. Emotional understanding and awareness,
cognitive performance and perceived parental warmth/coldness were significantly
correlated. Perceived maternal warmth and paternal coldness were direct significant
predictors of childrens emotional awareness. Further, perceived maternal coldness
predicted childrens emotional understanding, whereas childrens cognitive
performance significantly mediated the relationship between perceived maternal
coldness and emotional understanding.

Key words: Parental warmth / coldness, Cognitive performance, Emotional

awareness, Emotional understanding.

Contact: Eleftheria Gonida, School of Psychology, Aristotle University of

Thessaloniki, 54124, Thessaloniki, Greece. Tel.: 0030 2310 997309. E-mail:
gonida@psy.auth.gr.