Scoping review and concept analysis of early adolescents’ emotional skills: Towards development of a music therapy assessment tool

Figures & data

Table 1. Characteristics of the studies

Term, author and publication year	Title	Definition of the term	Sample	Theoretical background of the term
Emotional clarity
Hamilton et al., 2014	Pubertal timing and vulnerabilities to depression in early adolescence: Differential pathways to depressive symptoms by sex	Ability to identify, understand, and distinguish one’s own emotions and emotional experiences.	n = 318 (54% girls)	Gohm & Clore, 2000
Hamilton et al., 2016	Deficits in emotional clarity and vulnerability to peer victimization and internalizing symptoms among early adolescents	Same as above	n = 355 (53% girls)	Gohm & Clore, 2000, Gohm & Clore, 2002
Rubenstein et al., 2015	The cyclical nature of depressed mood and future risk: Depression, rumination, and deficits in emotional clarity in adolescent girls	Understanding and awareness of one´s own emotional experiences and the ability to label them appropriately. Component of emotional intelligence. Adaptive for everyday coping, problem solving, and general mental health.	n = 223 (52% girls)	Gohm & Clore, 2002; Salovey & Mayer, 1990
Stange et al., 2013	Negative inferential style, emotional clarity, and life stress: Integrating vulnerabilities to depression in adolescence	Same as above	n = 265 (54% girls)	Gohm & Clore, 2000
Emotional control
Li et al., 2017	Relating psychological and social factors to academic performance: A longitudinal investigation of high-poverty middle school students	Tendency to manage negative feelings and to find appropriate outlets for expression.	n = 942 (51% girls)	Bandura, 1986
Emotional functioning
Kwon et al., 2018	Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement	Physiological, cognitive and behavioural processes in one´s reaction to an activated emotion.	n = 199 (52% girls)	Cole et al., 2004; Rydell et al. 2003
Phan, 2017	The self-systems: Facilitating personal well-being experiences at school	Individual’s emotions and their affective responses. Individual’s belief in his/her capabilities to organize and execute the courses of action required to produce given attainments.	n = 258 (41% girls)	Bandura, 1986, Bandura, 1997
Emotional intelligence
Downey et al., 2010	Investigating the mediating effects of emotional intelligence and coping on problem behaviours in adolescents	Set of abilities concerned with the regulation, management, control and use of emotions in decision-making. Ability to identify one´s own feelings and emotional states and to express those inner feelings to others. Ability to identify and understand the emotions of others. The extent to which emotions and emotional knowledge are incorporated in decision-making and/or problem solving. Ability to manage positive and negative emotions both within oneself and others and control strong emotional states.	n = 145 (59% girls)	Mayer et al., 2000; Luebbers et al., 2007
Ferrando et al., 2011	Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept	Ability to monitor one´s own and other feelings and emotions, to discriminate among them and to use this information to guide one´s thinking and actions. Ability to recognize, process and use emotion-laden information.	n = 290 (47% girls)	Salovey & Mayer, 1990; Petrides & Furnham, 2001
Jordan et al., 2010	Gender differences in the role of emotional intelligence during the primary-secondary school transition	Ability to understand and express emotions, appreciation of other people´s feelings, listening ability, stress management (calmness and ability to work well under pressure) and adaptability (ability to manage change).	n = 86 (43% girls)	Bar-On, 1997; Bar-On & Parker, 2000
Qualter et al., 2007	Supporting the development of emotional intelligence competencies to ease the transition from primary to high school	Constellation of emotion-related self-perceptions and dispositions. Capabilities, competencies, and skills that influence one´s ability to succeed in coping with environmental demands and pressures.	n1 = 169 (43% girls) n2 = 170 (55% girls)	Petrides et al., 2004; Bar-On, 1997
Trinidad et al., 2004	The protective association of emotional intelligence with psychosocial smoking risk factors for adolescents	Ability to perceive accurately, appraise, and express emotion. Ability to access and/or generate feelings when they facilitate though. Ability to understand emotion and emotional knowledge. Ability to regulate emotions.	n = 416 (53% girls)	Mayer & Salovey, 1997; Mayer et al., 2000; Bar-On, 1997;Goleman, 1995
Emotional learning
Coelho & Sousa, 2017	Comparing two low middle school social and Emotional learning program formats: A multilevel effectiveness study	Process through which individual acquire and affectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible behaviour.	n = 982 (47% girls)	Collaborative for Academic, Social, and Emotional Learning (CASEL),2013
Renshaw, 2017	Technical adequacy of the positive experiences at school scale with adolescents	Self-awareness, self-management, social awareness, relationship skills, and responsible decision making.	n = 1002 (49% girls)	CASEL, 2013
Social-emotional learning
Chung & Moore Mcbride, 2015	Social and emotional learning in middle school curricula: A service learning model based on positive youth development	Process through which individual learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors. Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.	7th grade, (n not mentioned)	Elias et al., 1997; Zins et al., 2004
Gueldner & Merrell, 2011	Evaluation of a social-emotional learning program in conjunction with the exploratory application of performance feedback incorporating motivational interviewing techniques	Emotional identification, challenging negative and maladaptive thoughts, relaxation strategies, goal setting, and learning to think with optimism.	n = 139 (41% girls)	Merrell et al., 2007
Reyers et al., 2012	The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning	Self-and social awareness, emotion regulation, responsible decision making, problem solving, and relationship management. Recognizing, understanding, labelling, expressing, and regulating emotions.	n = 812 (49% girls)	Zins et al., 2004; Brackett et al., 2011
Top et al., 2017	Family and school influences on youths’ behavioral and academic outcomes: cross-level interactions between parental monitoring and character development curriculum	Problem solving, perspective taking, empathy, self- regulation and emotion regulation.	n = 763 (53% girls)	Holsen et al., 2008
Waldemar et al., 2016	Impact of combined mindfulness and social-emotional learning program on fifth graders in a Brazilian public school setting	Process of acquiring the skills needed to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively. Self-awareness, self-management, social awareness.	n = 132 (48% girls)	CASEL, 2013; Durlak et al., 2011
Wigelsworth et al., 2013	Assessing differential effects of implementation quality and risk status in a whole-school social and emotional learning programme: Secondary SEAL	Self-awareness, self-regulation, motivation, empathy and social skills.	n = 3306 (gender not mentioned)	Goleman, 1996
Emotional regulation
Modrek & Kuhn, 2017	A cognitive cost of the need to achieve?	Multidimensional process whereby individuals seek to control aspects of their cognition and/or behaviour. Ability to differentiate between internalizing and externalizing behaviors.	n = 90 (63% girls)	Zimmerman, 2000; Conway et al., 2016
Benita et al., 2017	Integrative emotion regulation predicts adolescents’ prosocial behavior through the mediation of empathy	Emotion regulatory capacities affect moral emotions, empathy, and prosocial behaviour. Emotion regulation refers to the processes by which individuals influence what emotions they have, when they have them, how they experience them, and how they express them.	n = 241 (52% girls)	Eisenberg et al., 1997, Eisenberg et al., 2004; Gross, 1998
Latham et al., 2017	Physiological correlates of emotional reactivity and regulation in early adolescents	Ability to change the expression and/or intensity associated with specific emotions.	n = 113 (51% girls)	Gross & Jazaieri, 2014
Emotional self-efficacy
Qualter et al., 2015 UK & Netherlands	The Emotional Self-Efficacy Scale: Adaptation and validation for young adolescents	People’s beliefs about whether they think they can successfully perceive, use, understand, and manage emotional information.	n = 192 (gender not mentioned)	Bandura, 1997, Bandura, 1999
Emotional skills
Polan, Polan et al. (2013) USA	Are young adolescents’ social and emotional skills protective against involvement in violence and bullying behaviours?	Ability to understand and competently express oneself, to understand and connect with others, and to effectively cope with the stress and challenges of daily life.	n = 171 (52% girls)	Bar-On & Parker, 2000

Figure 1. PRISMA flow diagram of the process of selecting studies

Table 2. Search strategy from the electronic database

Database	Population in PsycInfo	Search terms	Other
PsycINFO	100 childhood < birth to age 12 yrs >; 180 school age < age 6 to 12 yrs >; 200 adolescence < age 13 to 17 yrs >	Emotional clarity; emotional competence; emotional control; emotional differentiation; emotional functioning; social-emotional functioning; emotional intelligence; emotional learning; social-emotional learning; emotional maturity; emotional regulation; emotional responses; emotional self-efficacy; emotional skills; emotional states	Peer-reviewed journal, English language, date limits up to end of December 2018

Figure 2. Applying Walker and Avant’s concept analysis step 3 and 4

Figure 3. Components of early adolescents’ emotional skills

Figure 4. Theoretical background of the emotional skills-related terms

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