Improving Emotion Recognition Ability to Support Social Development in Children: A Quasi-Experimental Study

NCT07097090 | Completed

• 1 other identifier: 43681
• Study Type: interventional
• Target: 140
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this quasi-experimental study is to investigate whether enhancing emotion recognition abilities can improve social behavior in primary school children. The study focused on children aged approximately 6 to 9 years (both sexes), attending elementary school, without neurological or psychiatric diagnoses. 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.

Conditions

Emotions; Facial Emotion Recognition; Antisocial Behavior; Nonverbal Communication; Intelligence

Keywords

Emotion Recognition Ability; Prosocial Behavior; Nonverbal Intelligence; Primary School Children

Outcome Measures

Primary Outcomes (1)

• Change in Emotion Recognition Accuracy Between Groups

  Measured using the DANVA-2-RV. Emotion recognition accuracy scores (correct identification of basic emotions) will be compared between the intervention and control groups.

  Pre-test at Month 0, Intervention begins at Month 6, Post-test at 3 months after intervention (Month 9)

Secondary Outcomes (2)

• Cross-Sectional Observation of Behavioral Profiles

  Single time point at study entry (Month 0).

• Cross-Sectional Observation of Cognitive Profiles

  Single time point at study entry (Month 0).

Study Arms (2)

Emotion Recognition Training Group

EXPERIMENTAL

Behavioral: 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.

No Intervention Control Group

ACTIVE COMPARATOR

Behavioral: No Intervention: Observational Cohort

Interventions

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. BEHAVIORAL

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.

Emotion Recognition Training Group

No Intervention: Observational Cohort BEHAVIORAL

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.

No Intervention Control Group

Eligibility Criteria

• Age: 4 Years - 5 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Children enrolled in primary school (ages 6-9)
• 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

You may not qualify if:

• Documented diagnosis of neurodevelopmental disorders (e.g., ASD, ADHD, intellectual disability)
• 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

Sponsors & Collaborators

• University of Foggia: lead

Study Sites (1)

Alessandro De Santis

Foggia, Apulia, 71121, Italy

Location

Related Publications (5)

• 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.

  PMID: 37336872 BACKGROUND

• 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.

  PMID: 31686284 BACKGROUND

• Collaborative for Academic, Social, and Emotional Learning (CASEL). CASEL Guide to Schoolwide SEL Implementation. Chicago, IL: CASEL; 2020.

  BACKGROUND

• 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.

  PMID: 28581324 BACKGROUND

• 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.

  PMID: 11294223 BACKGROUND

Related Links

• Related Info

MeSH Terms

Conditions

Antisocial Personality Disorder; Nonverbal Communication; Altruism

Condition Hierarchy (Ancestors)

Personality Disorders; Mental Disorders; Communication; Behavior; Social Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Inclusion 4 Children

Study Record Dates

• First Submitted: July 23, 2025
• First Posted: July 31, 2025
• Study Start: February 1, 2023
• Primary Completion: March 1, 2023
• Study Completion: June 1, 2024
• Last Updated: July 31, 2025

Record last verified: 2023-01

Locations

IT (1)