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Reading habits and emotional vocabulary in adolescents
Stockholm University, Faculty of Social Sciences, Department of Special Education.ORCID iD: 0000-0002-5545-1058
2020 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820Article in journal (Refereed) Epub ahead of print
Abstract [en]

Previous research has found that reading increases overallvocabulary size, and that reading fiction, specifically, is associatedwith higher levels of empathy and better perspective-taking skills.The current study investigated a potential link between readinghabits and emotional vocabulary in particular, to assess whetherthe link between reading and empathy could be specificallyrelated to emotion words. A total of 415 Swedish secondary andupper secondary school students were asked to generate wordsin various emotional categories, and to report their reading habits.Generally, females produced more words than males. For allparticipants, the largest amount of words was produced in theneutral, followed by positive, then the negative category.Crucially, the frequent readers produced more emotional wordsthan the less frequent readers, suggesting that reading habits areassociated with emotional vocabulary. We discuss the implicationsof these findings for the understanding of the link between readingand emotional competence.

Place, publisher, year, edition, pages
2020.
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Educational Sciences
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URN: urn:nbn:se:su:diva-179827DOI: 10.1080/01443410.2020.1732874OAI: oai:DiVA.org:su-179827DiVA, id: diva2:1413274
Available from: 2020-03-10 Created: 2020-03-10 Last updated: 2020-03-10

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