Developmental Contributions to Emotional Awareness

Ryan Smith, Donald Quinlan, Gary E Schwartz, Anna Sanova, Anna Alkozei, Richard D Lane

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

The Levels of Emotional Awareness Scale (LEAS) has received considerable support as a reliable and valid measure of individual differences in emotional awareness (EA) since the original report involving 40 participants (Lane, Quinlan, Schwartz, Walker, & Zeitlin, 1990). However, the hypothesized developmental nature of EA (conceptualized as a cognitive skill) has thus far only been examined in that 1 early study. Here we report multiple regression analyses on the entire sample of 94 participants who completed the LEAS as part of that original study, as well as the same developmental and affective measures used in the original report. We first observed that different developmental measures, including the Object Relations Inventory and the Sentence Completion Test of Ego Development, accounted for unique portions of the variance in LEAS scores. We also observed that higher LEAS scores were associated with greater within-category variance in the self-reported positive and guilt- and shame-related emotions people reported experiencing on a typical day. Based on these findings, we introduce a 3-dimensional cognitive-developmental framework that LEAS scores plausibly track, including (a) the transition from focusing on external/physical to internal/psychological characteristics, (b) greater conceptual complexity, and (c) self–other differentiation. We then discuss the implications of this framework for understanding the nature of EA and for future research.

Original languageEnglish (US)
Pages (from-to)1-9
Number of pages9
JournalJournal of Personality Assessment
DOIs
StateAccepted/In press - Jan 31 2018

Fingerprint

Shame
Guilt
Ego
Individuality
Emotions
Regression Analysis
Psychology
Equipment and Supplies
Object Attachment
Emotion

ASJC Scopus subject areas

  • Clinical Psychology
  • Arts and Humanities (miscellaneous)

Cite this

Developmental Contributions to Emotional Awareness. / Smith, Ryan; Quinlan, Donald; Schwartz, Gary E; Sanova, Anna; Alkozei, Anna; Lane, Richard D.

In: Journal of Personality Assessment, 31.01.2018, p. 1-9.

Research output: Contribution to journalArticle

Smith, Ryan ; Quinlan, Donald ; Schwartz, Gary E ; Sanova, Anna ; Alkozei, Anna ; Lane, Richard D. / Developmental Contributions to Emotional Awareness. In: Journal of Personality Assessment. 2018 ; pp. 1-9.
@article{3a6e4c6475a74da4a2213211222ab6e4,
title = "Developmental Contributions to Emotional Awareness",
abstract = "The Levels of Emotional Awareness Scale (LEAS) has received considerable support as a reliable and valid measure of individual differences in emotional awareness (EA) since the original report involving 40 participants (Lane, Quinlan, Schwartz, Walker, & Zeitlin, 1990). However, the hypothesized developmental nature of EA (conceptualized as a cognitive skill) has thus far only been examined in that 1 early study. Here we report multiple regression analyses on the entire sample of 94 participants who completed the LEAS as part of that original study, as well as the same developmental and affective measures used in the original report. We first observed that different developmental measures, including the Object Relations Inventory and the Sentence Completion Test of Ego Development, accounted for unique portions of the variance in LEAS scores. We also observed that higher LEAS scores were associated with greater within-category variance in the self-reported positive and guilt- and shame-related emotions people reported experiencing on a typical day. Based on these findings, we introduce a 3-dimensional cognitive-developmental framework that LEAS scores plausibly track, including (a) the transition from focusing on external/physical to internal/psychological characteristics, (b) greater conceptual complexity, and (c) self–other differentiation. We then discuss the implications of this framework for understanding the nature of EA and for future research.",
author = "Ryan Smith and Donald Quinlan and Schwartz, {Gary E} and Anna Sanova and Anna Alkozei and Lane, {Richard D}",
year = "2018",
month = "1",
day = "31",
doi = "10.1080/00223891.2017.1411917",
language = "English (US)",
pages = "1--9",
journal = "Journal of Personality Assessment",
issn = "0022-3891",
publisher = "Taylor and Francis Ltd.",

}

TY - JOUR

T1 - Developmental Contributions to Emotional Awareness

AU - Smith, Ryan

AU - Quinlan, Donald

AU - Schwartz, Gary E

AU - Sanova, Anna

AU - Alkozei, Anna

AU - Lane, Richard D

PY - 2018/1/31

Y1 - 2018/1/31

N2 - The Levels of Emotional Awareness Scale (LEAS) has received considerable support as a reliable and valid measure of individual differences in emotional awareness (EA) since the original report involving 40 participants (Lane, Quinlan, Schwartz, Walker, & Zeitlin, 1990). However, the hypothesized developmental nature of EA (conceptualized as a cognitive skill) has thus far only been examined in that 1 early study. Here we report multiple regression analyses on the entire sample of 94 participants who completed the LEAS as part of that original study, as well as the same developmental and affective measures used in the original report. We first observed that different developmental measures, including the Object Relations Inventory and the Sentence Completion Test of Ego Development, accounted for unique portions of the variance in LEAS scores. We also observed that higher LEAS scores were associated with greater within-category variance in the self-reported positive and guilt- and shame-related emotions people reported experiencing on a typical day. Based on these findings, we introduce a 3-dimensional cognitive-developmental framework that LEAS scores plausibly track, including (a) the transition from focusing on external/physical to internal/psychological characteristics, (b) greater conceptual complexity, and (c) self–other differentiation. We then discuss the implications of this framework for understanding the nature of EA and for future research.

AB - The Levels of Emotional Awareness Scale (LEAS) has received considerable support as a reliable and valid measure of individual differences in emotional awareness (EA) since the original report involving 40 participants (Lane, Quinlan, Schwartz, Walker, & Zeitlin, 1990). However, the hypothesized developmental nature of EA (conceptualized as a cognitive skill) has thus far only been examined in that 1 early study. Here we report multiple regression analyses on the entire sample of 94 participants who completed the LEAS as part of that original study, as well as the same developmental and affective measures used in the original report. We first observed that different developmental measures, including the Object Relations Inventory and the Sentence Completion Test of Ego Development, accounted for unique portions of the variance in LEAS scores. We also observed that higher LEAS scores were associated with greater within-category variance in the self-reported positive and guilt- and shame-related emotions people reported experiencing on a typical day. Based on these findings, we introduce a 3-dimensional cognitive-developmental framework that LEAS scores plausibly track, including (a) the transition from focusing on external/physical to internal/psychological characteristics, (b) greater conceptual complexity, and (c) self–other differentiation. We then discuss the implications of this framework for understanding the nature of EA and for future research.

UR - http://www.scopus.com/inward/record.url?scp=85041621628&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85041621628&partnerID=8YFLogxK

U2 - 10.1080/00223891.2017.1411917

DO - 10.1080/00223891.2017.1411917

M3 - Article

C2 - 29388809

AN - SCOPUS:85041621628

SP - 1

EP - 9

JO - Journal of Personality Assessment

JF - Journal of Personality Assessment

SN - 0022-3891

ER -