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Updated: Nov 30, 2025

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Understanding emotion awareness and emotion vocabulary in early primary school Vietnamese children: Quantitative and
Huy The Le Hoang1, Jacques Grégoire2
1Institute of Research in Psychology and Educational sciences (IPSY), University of Louvain, Belgium; and Faculty of Psychology, Ho Chi Minh City University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam.
Abstract:
Although being fundamental for both clinical and educational work with children, there is currently no in-depth research on examining children's emotion awareness and vocabulary in Vietnam. The goal of this exploratory study is to determine the effect of children's gender, grade level, and socioeconomic background on their emotion awareness and vocabulary, and the semantic and grammatical diversity of Vietnamese children's emotional vocabulary. The sample included 264 Vietnamese children (M = 7.80, SD = .97, 43.18% boys) as well as their mothers. Quantitative findings suggested that children in Grade 3 more frequently quoted surprise- and anger-related vocabulary than did those in lower grades. Children's socioeconomic background had a significant effect on both emotion awareness and vocabulary whereas gender did not. Qualitative analysis revealed diverse grammatical types to describe emotions, except idioms, as well as the presence of body-related emotion vocabulary within children's records. Finally, a high prevalence of emotion words such as "happy" and "sad" was subject to further cross-cultural review.
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