Carolien Rieffe
Biographic Data
| ID | 1740692 |
|---|---|
| NAME | Carolien Rieffe |
| GIVEN NAMES | Carolien |
| FAMILY NAME | Rieffe |
| SIGNATURE | RIEFFE C |
| AFFILIATIONS | Leiden University |
| ORCID | 0000-0002-7584-6698 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 61 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Students with cochlear implants’ experiences of built, sound, and social school environments
Deaf and hard-of-hearing (DHH) students with cochlear implants (CIs) are increasingly attending mainstream schools but often encounter social barriers with peers. This study explores how environmental factors and individual adaptation strategies shape these social experiences, interviewing 13 CI users (aged 17-27) who attended mainstream education. Thematic content analysis revealed four themes and 12 sub-themes around social barriers: difficulti…
Validation of the Chinese Empathy Questionnaire for Pre-School Children
Research Findings: Empathy plays an important role in children’s early social-emotional development. However, there are not many instruments available for measuring the different aspects/levels of empathy in preschool children. Moreover, few studies examined the validity of the existing measures for empathy in Chinese children. The present study tested the Chinese version of the Empathy Questionnaire (EmQue) upon a group of Chinese preschool chil…
Do My Reactions Outweigh My Actions? The Relation between Reactive and Proactive Aggression with Peer Acceptance in Preschoolers
Aggressive behaviors negatively impact peer relations starting from an early age. However, not all aggressive acts have the same underlying motivations. Reactive aggression arises as a response to an antecedent behavior of someone else, whereas proactive aggression is initiated by the aggressor and is instrumental. In this study, we aim to understand the relation between reactive and proactive aggression and peer acceptance in preschoolers. Paren…
Emotions in Play
Play is an important context for children’s emotional and social development. Most play research has been focused on pretend play; however, observational studies have shown that children spend a considerable amount of time engaged in physical play. Although it is thought to be important, little is known about the role of physical play in children’s emotion socialization. Physical play can be categorized in two forms: exercise play and rough-and-t…
Hearing Loss and Young Children’s Development of Emotional Competence
Hearing loss can have a significant impact on children’s development. It can diminish children’s ability to perceive and produce spoken language, which has been studied extensively. However, hearing loss can also negatively affect children’s socioemotional development because it limits access to the social environment. Interestingly, there is little research on this. In this chapter, the authors begin by discussing the development of four aspects…
Moral emotions in early childhood
Moral emotions are experienced in daily life and are crucial for mediating appropriate social behaviors, as they prevent individuals from committing transgressions. In this study, caregivers of 377 children aged between 2.5 and 6.5 years old completed the Moral Emotions Questionnaire (MEQ), a parent report aimed to separately identify the presence of shame, guilt, and pride behaviors in early childhood. To validate this newly developed questionna…
Being Deaf in Mainstream Schools
Naturalistic playground observations are a rich source of information when studying the social interactions of preschool children. On the playground, children can interact with their peers, explore different places and activities, and engage in different types of play. For deaf and hard of hearing (DHH) children, interactions at a playground can be more difficult because of the large number of auditory stimuli surrounding them. Constraints in the…
A Novel Data-driven Approach to Examine Children’s Movements and Social Behaviour in Schoolyard Environments
(1) Many children in schoolyards are excluded from social interactions with peers on a daily basis. For these excluded children, schoolyard environments often contain features that hinder, rather than facilitate, their participation. These features may include lack of appropriate play equipment, overcrowded areas, or insufficient supervision. These can generate negative situations, especially for children with special needs-such as attention defi…
Family Systems and Emotional Functioning in Deaf or Hard-of-Hearing Preschool Children
This study examined how deaf or hard-of-hearing (DHH) and typically hearing (TH) children may differ in their family system and emotional functioning and examined the relations between family system and children’s emotional functioning. Parents of 106 DHH and 99 TH children (2–6 years) reported on family cohesion and adaptability, parental emotion communication, and their child’s emotional functioning. The DHH children were rated lower on family …
Moral emotions in early childhood
Moral emotions such as pride, guilt and shame play an important role in the social‐emotional development of preschool children. However, there are not many instruments available for measuring moral emotions in the preschool age. Moreover, relatively few research had examined cross‐cultural validity of measures for moral emotions. The present study tested the Chinese version of the Moral emotion questionnaire (MEQ) upon a group of ( N = 182) Chine…
Empathy in preschool Portuguese children
Empathy is an important building block for social interactions, that not only allows individuals experience and understand others’ affective states, but also to helpfully respond to them. Although empathy can already be observed from infancy, only one questionnaire has been specifically developed to examine young children's empathy. This study translated and validated the original Dutch Empathy Questionnaire (EmQue) into Portuguese. A total of 25…
The Japanese empathy questionnaire (EmQue) for preschool children
Empathy is assumed to be a universal human motivation to act altruistically toward others. Developmental models of empathy explaining when and how children acquire the capacity to empathize have been proposed. However, the existing knowledge is largely built upon studies conducted in the Western context. To fill this gap, a cross-culturally validated measure of empathy for children is needed. The purpose of this study was to assess the Japanese v…
Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children
For deaf and hard-of-hearing (DHH) children living in an environment where their access to linguistic input and social interactions is compromised, learning emotions could be difficult, which may further affect social functioning. To understand the role of emotion in DHH children’s social life, this study investigated emotional functioning (i.e., emotion recognition, empathy, emotion expression), and its relation with social functioning (i.e., so…
The School Career of Children With Hearing Loss in Different Primary Educational Settings—A Large Longitudinal Nationwide Study
Children with hearing loss (HL) are at risk for a lower educational achievement. This longitudinal study compared the school career of a nationwide Dutch cohort with and without HL based on descriptive data of the governmental authority Statistics Netherlands. From 2008 to 2018, 3,367,129 children, of whom 1,193 used cochlear implants (CIs) and 8,874 used hearing aids (HAs), were attending primary and/or secondary education. Sixty-one percent of …
Talk with me! Parental linguistic input to toddlers with moderate hearing loss
This study examined the quantity and quality of parental linguistic input to toddlers with moderate hearing loss (MHL) compared with toddlers with normal hearing (NH). The linguistic input to eighteen toddlers with MHL and twenty-four toddlers with NH was examined during a 10-minute free-play activity in their home environment. Results showed that toddlers with MHL were exposed to an equivalent amount of parental linguistic input compared to todd…
Emotional Competence Mediates the Relationship between Communication Problems and Reactive Externalizing Problems in Children with and without Developmental Language Disorder
Language problems are a risk factor for externalizing problems, but the developmental path remains unclear. Emotional competence may mediate the relationship, especially when externalizing problems are reactive in nature, such as in Oppositional Deviant Disorder (ODD) and reactive aggression. We examined the development of reactive and proactive externalizing problems in children with ( n = 98) and without ( n = 156) Developmental Language Disord…
Reading emotional faces in deaf and hard-of-hearing and typically hearing children
Reading emotions from other people's facial expressions is an important skill that guides social interactions. With limited auditory input and atypical emotion socialization, deaf and hard-of-hearing (DHH) children may develop atypical processing patterns when reading emotional faces. The current study aimed at understanding whether and how DHH and typically hearing (TH) children differed at 3 emotion processing levels: gaze patterns, physiologic…
Fairness decisions in children and early adolescents with and without hearing loss
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 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 wit…
Longitudinal Associations Between Bullying and Emotions in Deaf and Hard of Hearing Adolescents
In hearing adolescents, emotions play important roles in the development of bullying and victimization. Yet, it is unclear whether this also applies to adolescents who are deaf or hard of hearing (DHH). The present study examines the longitudinal associations of anger, fear, guilt, and shame with bullying/victimization in DHH adolescents. Overall, 80 DHH and 227 hearing adolescents (Mage = 11.7; 103 males) completed self-reports on two occasions …
Friendship and Emotion Control in Pre-Adolescents With or Without Hearing Loss
Emotional functioning plays a crucial role in the social development of children and adolescents. We examined the extent to which emotion control was related to the quality of friendships in pre-adolescents with and without hearing loss. We tested 350 pre-adolescents (75 deaf/hard of hearing in mainstream education (DHHm), 48 deaf/hard of hearing in special education (DHHs), and 227 hearing) through self-report. Outcomes confirmed a positive asso…
Interrelation between empathy and friendship development during (pre)adolescence and the moderating effect of developmental language disorder
The association between empathy and friendship quality in children and adolescents is well established, but longitudinal studies are lacking. Because social interactions typically involve language, these relations might be moderated by children's communication problems. The current study examined the interrelation of friendship quality (positive and negative) and empathy (affective, cognitive, and prosocial motivation) development of 317 children…
Concern for Others
Empathy, the ability to feel the emotions of others and respond affectively to these emotions, is an important factor in the development of social competence. The purpose of this study was to examine empathy levels in toddlers with moderate hearing loss (MHL) compared to toddlers with no hearing loss (nHL), and to explore the relation between language ability and empathy. We focused on affective empathy and the precursors of cognitive empathy. A …
Emotion Understanding in Preschool Children with Mild-to-Severe Hearing Loss
Deaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4-5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we investigated the parents' perception of their child's level of emotion understanding. Children were assessed wit…
Predictors of Psychosocial Outcomes in Hard-of-Hearing Preschool Children
Children with hearing loss are at risk for developing psychosocial problems. Children with mild to severe hearing loss are less frequently subject to research, in particular in preschool, and we therefore know less about the risk in this particular group. To address this, we compared psychosocial functioning in thirty-five 4-5-year olds with hearing aids to that of 180 typically hearing children. Parent ratings of psychosocial functioning and soc…
Peer Influence on Prosocial Behavior in Adolescence
Adolescence is a time of increased sensitivity to peer influence, which creates vulnerabilities but also opportunities. In this study, we examined the influence of peers on prosocial behavior in 12‐ to 16‐year‐old adolescents ( N = 197). We utilized a public goods game in which participants made decisions about the allocation of coins between themselves and the group. Participants received manipulated peer feedback on a subset of decisions. Resul…
Peer Influence on Prosocial Behavior in Adolescence
Adolescence is a time of increased sensitivity to peer influence, which creates vulnerabilities but also opportunities. In this study, we examined the influence of peers on prosocial behavior in 12‐ to 16‐year‐old adolescents ( N = 197). We utilized a public goods game in which participants made decisions about the allocation of coins between themselves and the group. Participants received manipulated peer feedback on a subset of decisions. Resul…
Somatic complaints and health care use in children
My peers, my friend, and I
Self‐reported Use of Emotional Display Rules in the Netherlands and Iran
Sociocultural differences in children's use and understanding of emotional display rules have been under‐researched. In the present study, 56 Dutch and 56 Iranian children aged 10–11 years took part in a structured interview about their experiences of using emotional display rules. In comparison with the Dutch children, the Iranian sample was more likely to report having actually used emotional display rules themselves, more likely to identify fa…
Interrelation between empathy and friendship development during (pre)adolescence and the moderating effect of developmental language disorder
The association between empathy and friendship quality in children and adolescents is well established, but longitudinal studies are lacking. Because social interactions typically involve language, these relations might be moderated by children's communication problems. The current study examined the interrelation of friendship quality (positive and negative) and empathy (affective, cognitive, and prosocial motivation) development of 317 children…
Anger Communication in Bicultural Adolescents
Little is known about bicultural adolescents’ emotional competence. The aim of the present study was to examine anger communication by comparing thirty‐eight 16‐year‐old Moroccan‐Dutch adolescents with 40 Dutch and 40 Moroccan peers using hypothetical anger‐eliciting vignettes. Findings show that although Moroccan and Dutch adolescents were equally likely to feel angry, they differed in their anger communication in accordance with their cultural …
Popular and Rejected Children's Reasoning Regarding Negative Emotions in Social Situations
Two studies compared popular and rejected children's reasoning regarding social interactions involving negative emotions. The first study, with 23 rejected and 23 popular 10‐ to 11‐year‐olds, involved hypothetical social scenarios where a classmate ‘victim’ was likely to experience a negative emotion. Although popular and rejected children both recognized negative emotions and were equally likely to suggest helping behaviour to aid the victim, th…
Parent–child picture-book reading, mothers' mental state language and children's theory of mind
This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly as…
Popular and Rejected Children's Reasoning Regarding Negative Emotions in Social Situations
Two studies compared popular and rejected children's reasoning regarding social interactions involving negative emotions. The first study, with 23 rejected and 23 popular 10‐ to 11‐year‐olds, involved hypothetical social scenarios where a classmate ‘victim’ was likely to experience a negative emotion. Although popular and rejected children both recognized negative emotions and were equally likely to suggest helping behaviour to aid the victim, th…
Somatic complaints and health care use in children
Trait emotional intelligence, psychological well‐being and peer‐rated social competence in adolescence
The trait emotional intelligence (trait EI or trait emotional self‐efficacy) framework provides comprehensive coverage of emotion‐related self‐perceptions and dispositions. In this study, we investigated the relationship between trait EI and four distinct socioemotional criteria on a sample of Dutch adolescents ( N = 282; 136 girls, 146 boys; mean age = 13.75 years). As hypothesized, trait EI was positively associated with adaptive coping styles …
Emotional competence in children with autism
Self‐reported Use of Emotional Display Rules in the Netherlands and Iran
Sociocultural differences in children's use and understanding of emotional display rules have been under‐researched. In the present study, 56 Dutch and 56 Iranian children aged 10–11 years took part in a structured interview about their experiences of using emotional display rules. In comparison with the Dutch children, the Iranian sample was more likely to report having actually used emotional display rules themselves, more likely to identify fa…
My peers, my friend, and I
Anger Communication in Bicultural Adolescents
Little is known about bicultural adolescents’ emotional competence. The aim of the present study was to examine anger communication by comparing thirty‐eight 16‐year‐old Moroccan‐Dutch adolescents with 40 Dutch and 40 Moroccan peers using hypothetical anger‐eliciting vignettes. Findings show that although Moroccan and Dutch adolescents were equally likely to feel angry, they differed in their anger communication in accordance with their cultural …
Pathways Underlying Somatic Complaints in Children and Adolescents Who Are Deaf or Hard of Hearing
Frequent somatic complaints are not only a problem in themselves but also related to other difficulties. So far, no conclusive findings have been reported about the prevalence of and factors underlying these complaints in children and adolescents who are deaf or hard of hearing (DHH). Such information would be valuable for prevention and intervention. Therefore, the aim of this study was to examine the prevalence of somatic complaints and their r…
Emotion Understanding in Deaf Children with a Cochlear Implant
It is still largely unknown how receiving a cochlear implant affects the emotion understanding in deaf children. We examined indices for emotion understanding and their associations with communication skills in children aged 2.5-5 years, both hearing children (n = 52) and deaf children with a cochlear implant (n = 57). 2 aspects of emotion understanding were examined: (a) emotion recognition in facial expressions and (b) emotion attribution in a …
Peer Influence on Prosocial Behavior in Adolescence
Adolescence is a time of increased sensitivity to peer influence, which creates vulnerabilities but also opportunities. In this study, we examined the influence of peers on prosocial behavior in 12‐ to 16‐year‐old adolescents ( N = 197). We utilized a public goods game in which participants made decisions about the allocation of coins between themselves and the group. Participants received manipulated peer feedback on a subset of decisions. Resul…
Predictors of Psychosocial Outcomes in Hard-of-Hearing Preschool Children
Children with hearing loss are at risk for developing psychosocial problems. Children with mild to severe hearing loss are less frequently subject to research, in particular in preschool, and we therefore know less about the risk in this particular group. To address this, we compared psychosocial functioning in thirty-five 4-5-year olds with hearing aids to that of 180 typically hearing children. Parent ratings of psychosocial functioning and soc…
Concern for Others
Empathy, the ability to feel the emotions of others and respond affectively to these emotions, is an important factor in the development of social competence. The purpose of this study was to examine empathy levels in toddlers with moderate hearing loss (MHL) compared to toddlers with no hearing loss (nHL), and to explore the relation between language ability and empathy. We focused on affective empathy and the precursors of cognitive empathy. A …
Emotion Understanding in Preschool Children with Mild-to-Severe Hearing Loss
Deaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4-5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we investigated the parents' perception of their child's level of emotion understanding. Children were assessed wit…
Longitudinal Associations Between Bullying and Emotions in Deaf and Hard of Hearing Adolescents
In hearing adolescents, emotions play important roles in the development of bullying and victimization. Yet, it is unclear whether this also applies to adolescents who are deaf or hard of hearing (DHH). The present study examines the longitudinal associations of anger, fear, guilt, and shame with bullying/victimization in DHH adolescents. Overall, 80 DHH and 227 hearing adolescents (Mage = 11.7; 103 males) completed self-reports on two occasions …
Friendship and Emotion Control in Pre-Adolescents With or Without Hearing Loss
Emotional functioning plays a crucial role in the social development of children and adolescents. We examined the extent to which emotion control was related to the quality of friendships in pre-adolescents with and without hearing loss. We tested 350 pre-adolescents (75 deaf/hard of hearing in mainstream education (DHHm), 48 deaf/hard of hearing in special education (DHHs), and 227 hearing) through self-report. Outcomes confirmed a positive asso…
Interrelation between empathy and friendship development during (pre)adolescence and the moderating effect of developmental language disorder
The association between empathy and friendship quality in children and adolescents is well established, but longitudinal studies are lacking. Because social interactions typically involve language, these relations might be moderated by children's communication problems. The current study examined the interrelation of friendship quality (positive and negative) and empathy (affective, cognitive, and prosocial motivation) development of 317 children…
Fairness decisions in children and early adolescents with and without hearing loss
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 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 wit…
Talk with me! Parental linguistic input to toddlers with moderate hearing loss
This study examined the quantity and quality of parental linguistic input to toddlers with moderate hearing loss (MHL) compared with toddlers with normal hearing (NH). The linguistic input to eighteen toddlers with MHL and twenty-four toddlers with NH was examined during a 10-minute free-play activity in their home environment. Results showed that toddlers with MHL were exposed to an equivalent amount of parental linguistic input compared to todd…
Emotional Competence Mediates the Relationship between Communication Problems and Reactive Externalizing Problems in Children with and without Developmental Language Disorder
Language problems are a risk factor for externalizing problems, but the developmental path remains unclear. Emotional competence may mediate the relationship, especially when externalizing problems are reactive in nature, such as in Oppositional Deviant Disorder (ODD) and reactive aggression. We examined the development of reactive and proactive externalizing problems in children with ( n = 98) and without ( n = 156) Developmental Language Disord…
Reading emotional faces in deaf and hard-of-hearing and typically hearing children
Reading emotions from other people's facial expressions is an important skill that guides social interactions. With limited auditory input and atypical emotion socialization, deaf and hard-of-hearing (DHH) children may develop atypical processing patterns when reading emotional faces. The current study aimed at understanding whether and how DHH and typically hearing (TH) children differed at 3 emotion processing levels: gaze patterns, physiologic…
The Japanese empathy questionnaire (EmQue) for preschool children
Empathy is assumed to be a universal human motivation to act altruistically toward others. Developmental models of empathy explaining when and how children acquire the capacity to empathize have been proposed. However, the existing knowledge is largely built upon studies conducted in the Western context. To fill this gap, a cross-culturally validated measure of empathy for children is needed. The purpose of this study was to assess the Japanese v…
Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children
For deaf and hard-of-hearing (DHH) children living in an environment where their access to linguistic input and social interactions is compromised, learning emotions could be difficult, which may further affect social functioning. To understand the role of emotion in DHH children’s social life, this study investigated emotional functioning (i.e., emotion recognition, empathy, emotion expression), and its relation with social functioning (i.e., so…
The School Career of Children With Hearing Loss in Different Primary Educational Settings—A Large Longitudinal Nationwide Study
Children with hearing loss (HL) are at risk for a lower educational achievement. This longitudinal study compared the school career of a nationwide Dutch cohort with and without HL based on descriptive data of the governmental authority Statistics Netherlands. From 2008 to 2018, 3,367,129 children, of whom 1,193 used cochlear implants (CIs) and 8,874 used hearing aids (HAs), were attending primary and/or secondary education. Sixty-one percent of …
Emotions in Play
Play is an important context for children’s emotional and social development. Most play research has been focused on pretend play; however, observational studies have shown that children spend a considerable amount of time engaged in physical play. Although it is thought to be important, little is known about the role of physical play in children’s emotion socialization. Physical play can be categorized in two forms: exercise play and rough-and-t…
Psychology (34 works) · Developmental psychology (32 works) · Social Psychology (27 works) · Hearing Impairment and Communication (14 works) · Social Psychology (14 works) · Audiology (12 works) · Child and Adolescent Psychosocial and Emotional Development (12 works) · Clinical Psychology (12 works) · Medicine (12 works) · Hearing loss (11 works)