How do children who understand mixed emotion represent them in freehand drawings of themselves and others?

Burkitt, E. and Watling, D. (2016) How do children who understand mixed emotion represent them in freehand drawings of themselves and others? Educational Psychology: An International Journal of Experimental Educational Psychology, 36 (5). pp. 935-955. ISSN 1469-5820

[thumbnail of This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 4 June 2015, available online http://www.tandfonline.com/doi/full/10.1080/01443410.2015.1044942]
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Abstract

This research is the first to assess children’s representation of mixed emotion using a freehand drawing task. Two hundred and forty-one 5–11-year olds completed a drawing and a colour preference task. Children heard a condition appropriate vignette about themselves or a protagonist designed to evoke mixed emotion, and were asked to draw the self or the protagonist experiencing neutral, happy and sad affect. Children who reported mixed emotions after the story also drew themselves or the protagonist experiencing mixed emotion. For mixed emotion, children used red, green and blue more in drawings of the protagonist, and yellow more in drawings of the self. Interestingly, strategies for mixed emotion drawings were similar to those used for happy drawings; more specifically, in drawings of the self, children were particularly more likely to use smiles (for happy and sad drawings) and fewer frowns. Findings are discussed in relation to self-presentational behaviour.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB1501 Primary Education
N Fine Arts > NC Drawing. Design. Illustration
N Fine Arts > NX Arts in general > NX165 Psychological aspects
Divisions: Academic Areas > Institute of Education, Social and Life Sciences > Psychology
Depositing User: Esther Burkitt
Date Deposited: 17 Nov 2015 10:00
Last Modified: 21 Nov 2019 14:35
URI: https://eprints.chi.ac.uk/id/eprint/1577

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