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The authors' main goals were to examine whether the Affect Knowledge Test's (AKT) factor structure would be represented by a two-factor model (i.e., emotion recognition and situation knowledge) or by a one-factor model in Italian preschoolers (N = 164; M = 4.24 years, SD = 1.09 years). The concurrent validity of the AKT was further examined using measures of social competence. The findings replicated a model of emotion knowledge, with emotion recognition and situation knowledge as distinct but interrelated factors. Gender and age differences showed that older children and girls displayed higher scores in situation knowledge than younger children and boys. Additionally, our validity model of the AKT demonstrated that emotion recognition preceded situation knowledge, which in turn was positively related to children's sensitive or cooperative behaviors and negatively associated with anxious or withdrawn behaviors. Our results suggest that the use of the AKT may help the teachers to evaluate children's level on emotional knowledge that in turn might impact on children's positive social relationships within classroom in Italy.
Sette et al. (Wed,) studied this question.