Abstract
Numerous studies have explored the link between how well youth recognize emotions and their internalizing problems, but a consensus remains elusive. This study used a three-level meta-analysis model to quantitatively synthesize the findings of existing studies to assess the relationship. A moderation analysis was also conducted to explore the sources of research heterogeneity. Through a systematic literature search, a total of 42 studies with 201 effect sizes were retrieved for the current meta-analysis, and 7579 participants were included. Emotion recognition was negatively correlated with internalizing problems. Children and adolescents with weaker emotion recognition skills were more likely to have internalizing problems. In addition, this meta-analysis found that publication year had a significant moderating effect. The correlation between emotion recognition and internalizing problems decreased over time. The degree of internalizing problems was also found to be a significant moderator. The correlation between emotion recognition and internalizing disorders was higher than the correlation between emotion recognition and internalizing symptoms. Deficits in emotion recognition might be relevant for the development and/or maintenance of internalizing problems in children and adolescents. The overall effect was small and future research should explore the clinical relevance of the association.
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References
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Acknowledgements
The authors would like to thank the editor and anonymous reviewers for the Journal of Youth and Adolescence for their insight and feedback. We also thank the authors of the primary studies with whom we communicated for their helpful communication and the additional information they provided about their studies. Finally, we would like to express our gratitude to Yiming Long for assistance with coding. We also thank Dr. Congrong Shi for his help with data analysis.
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LZ conceived of the study, participated in its design and coordination and drafted the manuscript; HL participated in eligibility screening and coding of reports, conducted the statistical analyses, and drafted the manuscript; JB participated in its coordination and helped to draft the manuscript; FX participated in eligibility screening and coding of reports; ZC participated in the interpretation of the data and helped to draft the manuscript. All authors read and approved the final manuscript.
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Our work was financially supported by The 2023 National Social Science Foundation of China (NSSFC) Annual Program (23CSH091).
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Appendix A. MERSQI quality assessment of included meta-analyses
Appendix A. MERSQI quality assessment of included meta-analyses
First author, Year | Item 1 | Item 2 | Item 3 | Item 4 | Item 5 | Item 6 | Item 7 | Item 8 | Item 9 | Item 10 | Total points |
|---|---|---|---|---|---|---|---|---|---|---|---|
Rappaport et al., 2018 | 1.5 | 1.0 | 1.5 | 3.0 | 1.0 | 1.0 | 0.0 | 2.0 | 1.0 | 1.5 | 13.5 |
Vanhalst et al., 2017 | 1.0 | 1.5 | 1.5 | 3.0 | 1.0 | 1.0 | 0.0 | 2.0 | 1.0 | 1.5 | 13.5 |
Lulé et al., 2014 | 2.0 | 0.5 | 0.5 | 3.0 | 0.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Franzen et al., 2021 | 2.0 | 0.5 | 1.0 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.0 |
Castro et al., 2018 | 1.5 | 1.0 | 1.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.5 |
Dede et al., 2020 | 1.0 | 1.0 | 0.5 | 3.0 | 0.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.0 |
Tatyana & Mark., 2009 | 2.0 | 0.5 | 1.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.5 |
Simcock et al., 2020 | 1.0 | 0.5 | 0.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Xu et al., 2019 | 1.5 | 1.0 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.0 | 12.0 |
Sun et al., 2018 | 1.0 | 0.5 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.0 | 11.0 |
Kleine Deters et al., 2020 | 2.0 | 1.5 | 0.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.5 |
Adegboye et al., 2022 | 1.5 | 0.5 | 1.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.0 |
Ewing et al., 2016 | 2.0 | 0.5 | 1.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.5 |
Vidal-Ribas et al., 2018 | 2.0 | 1.5 | 0.5 | 3.0 | 0.0 | 1.0 | 0.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Jarros et al., 2012 | 2.0 | 1.0 | 0.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.0 |
Lee et al., 2013 | 2.0 | 0.5 | 1.5 | 3.0 | 0.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.5 |
Öztürk et al., 2022 | 2.0 | 1.5 | 1.0 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 15.0 |
Walker & Leister, 1994 | 2.0 | 0.5 | 0.5 | 3.0 | 1.0 | 1.0 | 0.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Peng et al., 2012 | 2.0 | 0.5 | 1.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.5 |
Porter-Vignola et al., 2021 | 2.0 | 1.5 | 1.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 15.5 |
Walker et al., 1981 | 2.0 | 0.5 | 1.5 | 3.0 | 0.0 | 1.0 | 0.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Székely et al., 2014 | 2.0 | 0.5 | 0.5 | 3.0 | 0.0 | 1.0 | 0.0 | 2.0 | 1.0 | 1.5 | 11.5 |
Simonian et al., 2001 | 2.0 | 1.0 | 0.5 | 3.0 | 1.0 | 1.0 | 0.0 | 2.0 | 1.0 | 1.5 | 13.0 |
Morningstar et al., 2020 | 1.0 | 1.5 | 0.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.5 |
Mobach et al., 2022 | 2.0 | 1.5 | 0.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.5 |
van Beek & Dubas, 2008 | 1.5 | 0.5 | 0.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.0 |
Rappaport et al., 2021 | 1.0 | 1.5 | 1.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 14.5 |
Dadds et al., 2018 | 1.0 | 1.0 | 0.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.0 |
Simonoff et al., 2012 | 1.5 | 1.5 | 1.5 | 3.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 15.0 |
Morningstar et al., 2019 | 2.0 | 1.5 | 1.5 | 1.0 | 1.0 | 1.0 | 0.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Dror et al., 2021 | 2.0 | 1.0 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.0 |
Lee et al., 2013 | 2.0 | 1.5 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.5 |
Wong et al., 2012 | 2.0 | 1.5 | 0.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Wieckowski et al., 2016 | 2.0 | 1.0 | 0.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.0 |
Peters et al., 2021 | 2.0 | 1.5 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.5 |
Williams et al., 2008 | 2.0 | 1.5 | 0.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Lenti et al., 2000 | 2.0 | 0.5 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Öztürk et al, 2020 | 2.0 | 0.5 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Tekin et al., 2021 | 2.0 | 1.5 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.5 |
Williams et al., 2023 | 2.0 | 1.5 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 13.5 |
Chen et al., 2021 | 1.5 | 0.5 | 1.0 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 11.5 |
Zhang et al., 2017 | 2.0 | 0.5 | 1.5 | 1.0 | 1.0 | 1.0 | 1.0 | 2.0 | 1.0 | 1.5 | 12.5 |
Figure 4
Appraising the Quality of Medical Education Research Methods: The Medical Education Research Study Quality Instrument and the Newcastle–Ottawa Scale-Education
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Zhang, L., Liang, H., Bjureberg, J. et al. The Association Between Emotion Recognition and Internalizing Problems in Children and Adolescents: A Three-Level Meta-Analysis. J. Youth Adolescence 53, 1–20 (2024). https://doi.org/10.1007/s10964-023-01891-7
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DOI: https://doi.org/10.1007/s10964-023-01891-7