Abstract
The aim of this study was to explore the relationship between emotion comprehension and divergent thinking in a group of Italian primary school children. We used the Test of emotion comprehension (Albanese & Molina, 2008) and Test of creative thinking (Williams, 1994). Results indicated that factors of divergent thinking had a negative impact on the components of emotion comprehension and, specifically, on those included in external and reflexive levels. Future research could deepen the role of creativity on other processes related to the emotions, such as empathy and prosocial behavior in developmental age.
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