Many recent studies emphasize the fundamental importance of stimulating wonder in education, for example, to increase children's intrinsic motivation to learn and their emotional engagement with... Show moreMany recent studies emphasize the fundamental importance of stimulating wonder in education, for example, to increase children's intrinsic motivation to learn and their emotional engagement with the lesson contents. Our study advances the research regarding wonder in education in three different ways. First, we present a theoretical framework to identify eight teaching strategies and three school policy dimensions relevant for teachers and schools to stimulate wonder in children. Second, based on this framework, we developed the multidimensional Wonder-full Education questionnaire (WEQ). The WEQ is completed by teachers and principals to quantitatively assess the degree to which primary schools and their teachers provide a wonder-stimulating environment. Third, using comprehensive psychometric analyses of the data of N = 220 teachers and N = 91 principals from 182 Dutch schools, we investigated the dimensionality, reliability and validity of the WEQ. The dimensionality analyses identified two primary dimensions of teaching strategies and confirmed the three-dimensional structure of a school policy for stimulating wonder. Overall, the results suggest that the WEQ has satisfactory psychometric properties. We conclude that the new framework and questionnaire allow research regarding wonder in education to be extended from mainly theoretical work to empirical research that can also advance educational practice. Show less
This longitudinal study examined how shame and guilt contribute to the development of reactive and proactive aggression in adolescents with and without hearing loss. Adolescents between 9 and 16... Show moreThis longitudinal study examined how shame and guilt contribute to the development of reactive and proactive aggression in adolescents with and without hearing loss. Adolescents between 9 and 16 years old (adolescents with hearing loss (n = 80; Mage = 11.91) and without hearing loss (n = 227; Mage = 11.63)) completed self-reports on three occasions with an interval of 9 months. Mixed model analyses revealed that both reactive aggression and proactive aggression decreased with age, whereas shame and guilt peaked in early adolescence. Adolescents with hearing loss reported higher levels of proactive aggression, lower levels of shame and guilt, and showed protracted development for guilt compared to their hearing peers. In both groups, shame contributed to an increase in reactive aggression, whereas guilt contributed to a decrease in proactive aggression. These longitudinal associations highlight the unique role that shame and guilt play in the development of adolescent aggression. Show less
Broekhof, E.; Kouwenberg, M.; Oosterveld, P.; Frijns, J.H.M.; Rieffe, C. 2020
No assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while these self-conscious emotions might play a role in the frequently noted social... Show moreNo assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while these self-conscious emotions might play a role in the frequently noted social and behavioral problems in this group. Therefore, the aim of this study was to validate the Brief Shame and Guilt Questionnaire (BSGQ) in DHH children. In addition, we examined associations of shame and guilt with social anxiety, self-esteem, delinquency, and psychopathic behaviors. A sum of 225 hearing (M-age = 11.62 years) and 108 DHH (M-age = 11.82 years) participants completed the self-report BSGQ. Multigroup confirmatory factor analysis confirmed the two-factor structure (i.e., shame and guilt) of the BSGQ in the DHH group. Measurement invariance was established across both groups. However, the DHH group reported lower levels of self-conscious emotions in comparison with the hearing group. The BSGQ showed good concurrent validity, where shame was associated with higher levels of social anxiety and lower levels of self-esteem, and guilt was associated with lower levels of delinquency and psychopathic behavior in both groups. Future research should investigate the potential behavioral consequences of lower reported levels of self-conscious emotions in DHH youth. Show less
Broekhof, E.; Kouwenberg, M.; Oosterveld, P.; Frijns, J.H.M.; Rieffe, C. 2020
No assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while these self-conscious emotions might play a role in the frequently noted social... Show moreNo assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while these self-conscious emotions might play a role in the frequently noted social and behavioral problems in this group. Therefore, the aim of this study was to validate the Brief Shame and Guilt Questionnaire (BSGQ) in DHH children. In addition, we examined associations of shame and guilt with social anxiety, self-esteem, delinquency, and psychopathic behaviors. A sum of 225 hearing (M-age = 11.62 years) and 108 DHH (M-age = 11.82 years) participants completed the self-report BSGQ. Multigroup confirmatory factor analysis confirmed the two-factor structure (i.e., shame and guilt) of the BSGQ in the DHH group. Measurement invariance was established across both groups. However, the DHH group reported lower levels of self-conscious emotions in comparison with the hearing group. The BSGQ showed good concurrent validity, where shame was associated with higher levels of social anxiety and lower levels of self-esteem, and guilt was associated with lower levels of delinquency and psychopathic behavior in both groups. Future research should investigate the potential behavioral consequences of lower reported levels of self-conscious emotions in DHH youth. Show less
Eichengreen, A.; Broekhof, E.; Güroğlu, B.; Rieffe, C. 2019
Although having universal aspects, development of a sense of fairness, a milestone in children's social development, is influenced by social and cultural forces. Yet, it scarcely has been studied... Show moreAlthough having universal aspects, development of a sense of fairness, a milestone in children's social development, is influenced by social and cultural forces. Yet, it scarcely has been studied in children who are at risk for their social development, let alone in deaf and hard-of-hearing (DHH) children, who have limited access to linguistic and social input. This study examined for the first time equity preferences in DHH children compared with hearing counterparts. About 179 children (8-11 years) and early adolescents (12-14 years) played four economic allocation games where they distributed coins between themselves and another child. Participants with and without hearing loss were similar in conditions that entailed non-costly prosociality or self-maximization. However, DHH participants showed weaker inequity aversion in more complex conditions: DHH children were more willing to allow other players to receive more coins than themselves, compared with hearing children and to DHH or hearing adolescents, and DHH adolescents were less willing to share resources when it was self-costly, compared with all other groups. Findings are discussed in light of the tension between norms of social comparison and norms of prosociality, and how they are reflected in developmental trajectories for inequity aversion when access to these norms is limited. Show less
Experiencing shame and guilt is painful but these emotions have an important social function. They prevent socially inappropriate behaviors as they make us aware of norms and values that are... Show moreExperiencing shame and guilt is painful but these emotions have an important social function. They prevent socially inappropriate behaviors as they make us aware of norms and values that are necessary for creating and maintaining social harmony. Participation in the social world is crucial for the development of shame and guilt, and less access to the social world could therefore be detrimental to this development. In this thesis, the influence of access to the social world on the development of self-conscious emotions is examined in two groups with less access to the social world: adolescents with an autism spectrum disorder (ASD) and adolescents with hearing loss. In addition, this thesis aimed to unravel the longitudinal contributions of shame and guilt on the development of adolescent aggression. Adolescents with diminished access to the social world reported lower levels of shame and guilt. The longitudinal relationships applied to both adolescent with diminished access and typically developing adolescents. It was demonstrated that shame is a risk factor for the development of reactive aggression, and that guilt is an inhibiting force on the development of bullying and proactive aggression Show less
Adolescents with autism are more often victims of bullying than peers without autism. Although prior work indicates that emotions play an important role, bidirectional relationships are yet unknown... Show moreAdolescents with autism are more often victims of bullying than peers without autism. Although prior work indicates that emotions play an important role, bidirectional relationships are yet unknown. This study examines the longitudinal associations of anger, fear, guilt and shame with being victimized and bullying others in adolescent boys with and without autism. On three occasions (9 months in between) 169 boys (43% with autism, 11.6 years at T1) completed self-reports.Findings show that more anger and less guilt predicted bullying behaviour, and vice versa, in both groups. In addition, more anger and fear predicted victimization. Fear was a stronger predictor in boys without autism. In turn, victimization predicted more anger, fear and shame. Especially, boys with autism reported more anger after being bullied, suggesting a tenacious vicious circle: these youngsters are likely to be angered when being bullied, which, in turn, makes them a target for bullies. Our findings provide new theoretical insights in the role emotions play in the emergence and maintenance of victimization/bullying others in boys with and without autism. Show less
Rieffe, C.; Broekhof, E.; Eichengreen, A.; Kouwenberg, M.; Veiga, G.; Da Silva, B.M.S.; ... ; Frijns, J.H.M. 2018
No assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while theseself-conscious emotions might play a role in the frequently noted social... Show moreNo assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while theseself-conscious emotions might play a role in the frequently noted social and behavioral problems in this group. Therefore,the aim of this study was to validate the Brief Shame and Guilt Questionnaire (BSGQ) in DHH children. In addition, weexamined associations of shame and guilt with social anxiety, self-esteem, delinquency, and psychopathic behaviors. Asum of 225 hearing (Mage = 11.62 years) and 108 DHH (Mage = 11.82 years) participants completed the self-report BSGQ.Multigroup confirmatory factor analysis confirmed the two-factor structure (i.e., shame and guilt) of the BSGQ in the DHHgroup. Measurement invariance was established across both groups. However, the DHH group reported lower levels ofself-conscious emotions in comparison with the hearing group. The BSGQ showed good concurrent validity, where shamewas associated with higher levels of social anxiety and lower levels of self-esteem, and guilt was associated with lowerlevels of delinquency and psychopathic behavior in both groups. Future research should investigate the potential behavioralconsequences of lower reported levels of self-conscious emotions in DHH youth. Show less
The distinction between proactive and reactive functions of aggression is one of the most common divisions when investigating aggression among children and adolescents. To date, self-report is the... Show moreThe distinction between proactive and reactive functions of aggression is one of the most common divisions when investigating aggression among children and adolescents. To date, self-report is the least used measurement, despite existing literature supporting the view that the best informant regarding internal processes and motives are children themselves. The main aim of this study was to examine the construct and concurrent validity of a new self-report questionnaire, which aims to disentangle acts of reactive vs. proactive aggression that are most common within the daily lives of children. We examined the self-report measure among 578 children (313 girls, 265 boys, mean age 11 years, range 9-13 years). Most children (90% boys; 85% girls) reported at least one act of aggression over the last four weeks. Furthermore, the outcomes support the two-factor structure (reactive and proactive aggression) and the questionnaire showed good concurrent and discriminant validity with measures for emotional and social functioning. This study validates the use of the self-report instrument for reactive and proactive aggression and demonstrates that children can successfully distinguish between their own motives for reactive and proactive forms of aggressive behaviours. Show less
This study provides a comprehensive picture of three core elements (Intentions, Desires, Beliefs) of Theory of Mind (ToM) in young children with autism spectrum disorder (ASD, n = 63,Mage = 55... Show moreThis study provides a comprehensive picture of three core elements (Intentions, Desires, Beliefs) of Theory of Mind (ToM) in young children with autism spectrum disorder (ASD, n = 63,Mage = 55 months) and typically developing children (TD, n = 69, Mage = 54 months). Outcomes showed that ASD and TD children understood intentional actions equally well. Yet, children with ASD lacked the social interest to share intentions. Additionally, children with ASD had more difficulties in understanding others’ desires and beliefs compared to their TD peers. It is discussed whether the ToM delay seen in children with ASD is a motivational or a conceptual problem. Show less
