Yung‐Ting Tsou
Biographic Data
| ID | 6726790 |
|---|---|
| NAME | Yung‐Ting Tsou |
| GIVEN NAMES | Yung‐Ting |
| FAMILY NAME | Tsou |
| SIGNATURE | TSOU Y T |
| AFFILIATIONS | Leiden University |
| ORCID | 0000-0001-6557-5153 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
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…
Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents
Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hardly researched in the schoolyard context. We exploratively compared preadolescents ( M = 10.48, SD = .93) with ( N = 8) and without ( N …
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…
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…
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…
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…
No prominent works on this page.
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…
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…
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…
Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents
Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hardly researched in the schoolyard context. We exploratively compared preadolescents ( M = 10.48, SD = .93) with ( N = 8) and without ( N …
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…
Developmental psychology (9 works) · Psychology (9 works) · Social Psychology (8 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Confirmatory factor analysis (4 works) · Hearing Impairment and Communication (4 works) · Structural equation modeling (4 works) · Child and Animal Learning Development (3 works) · Empathy (3 works) · Social Psychology (3 works)