In the original article, there was a mistake in the legend for Figures 2, 3, and 4 as published. The legends were not included in the article. The correct legends appear below.
“Figure 2. Distribution of latent classes regarding behavior in school/classroom. Different letters (a,b) indicate significant differences in sensitive responses”.
“Figure 3. Sociogram results regarding latent classes. Different letters (a,b) indicate significant differences in sensitive responses”.
“Figure 4. Emotional and behavioral problems from SENA questionnaire showing significant differences regarding latent classes”.
Additionally, there was a mistake for the department in affiliation 2. The correct department is “Department of Psychobiology & Behavioral Sciences Methods”.
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Summary
Keywords
emotional intelligence, elementary children, test validity, films, emotional problems and disorders
Citation
Sastre S, Artola T and Alvarado JM (2019) Corrigendum: Emotional Intelligence in Elementary School Children. EMOCINE, a Novel Assessment Test Based on the Interpretation of Cinema Scenes. Front. Psychol. 10:2031. doi: 10.3389/fpsyg.2019.02031
Received
19 August 2019
Accepted
20 August 2019
Published
11 September 2019
Approved by
Frontiers Editorial Office, Frontiers Media SA, Switzerland
Volume
10 - 2019
Updates
Copyright
© 2019 Sastre, Artola and Alvarado.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Jesús M. Alvarado jmalvara@ucm.es
This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.