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Reading habits and emotional vocabulary in adolescents
Stockholms Universitet.ORCID-id: 0000-0002-5545-1058
Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för psykologi och socialt arbete.
Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för psykologi och socialt arbete.ORCID-id: 0000-0001-7251-5263
2020 (engelsk)Inngår i: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

Previous research has found that reading increases overall vocabulary size, and that reading fiction, specifically, is associated with higher levels of empathy and better perspective-taking skills. The current study investigated a potential link between reading habits and emotional vocabulary in particular, to assess whether the link between reading and empathy could be specifically related to emotion words. A total of 415 Swedish secondary and upper secondary school students were asked to generate words in various emotional categories, and to report their reading habits. Generally, females produced more words than males. For all participants, the largest amount of words was produced in the neutral, followed by positive, then the negative category. Crucially, the frequent readers produced more emotional words than the less frequent readers, suggesting that reading habits are associated with emotional vocabulary. We discuss the implications of these findings for the understanding of the link between reading and emotional competence.

sted, utgiver, år, opplag, sider
2020.
Emneord [en]
Emotion vocabulary, reading habits, adolescents
HSV kategori
Identifikatorer
URN: urn:nbn:se:miun:diva-38598DOI: 10.1080/01443410.2020.1732874ISI: 000518754900001Scopus ID: 2-s2.0-85081207222OAI: oai:DiVA.org:miun-38598DiVA, id: diva2:1412648
Tilgjengelig fra: 2020-03-06 Laget: 2020-03-06 Sist oppdatert: 2020-03-25bibliografisk kontrollert

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Dylman, AlexandraChampoux-Larsson, Marie-France

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