Assessment of emotion knowledge in a bilingual context and its relationship with adaptive behavior in early childhood education

Natalia Alonso-Alberca, Ana I. Vergara
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Abstract

Multiple education organizations and experts, including the recent education law in Spain, emphasize the significance of nurturing emotional skills from childhood to prevent the development of emotional and behavioral disorders. One of these skills is emotion knowledge (EK), which is closely linked to personal and social adjustment from early years, and later psychosocial adaptation. The present study aims to provide an assessment tool for EK in the bilingual context of the Basque Country and to provide evidence about the relationship between EK and various behavioral outcomes in early childhood education. The research involved 455 children between 3 and 6 years of old. The Emotion Matching Task, which measures the EK, was adapted to the bilingual context of the Basque Country has shown good psychometric properties and appropriate factor fit. The study also revealed the factor invariance of the Spanish and Basque versions, as well as invariance by sex. The results demonstrated that girls have higher EK than boys. Additionally, EK was associated with fewer externalizing, internalizing, and attention problems, as well as with lower atypicality and withdrawal, while higher EK was linked to greater adaptive skills. These findings support the need for interventions focused on the development of emotional skills and the suitable tools to assess their effectiveness.
幼儿教育中双语情境下情绪知识的评估及其与适应行为的关系
包括西班牙最近的教育法在内的多个教育机构和专家都强调了从小培养情感技能的重要性,以防止情绪和行为障碍的发展。其中一项技能是情感知识(EK),它与早年的个人和社会适应以及后来的社会心理适应密切相关。本研究旨在为巴斯克地区双语环境下的英语学习能力提供一个评估工具,并为早期儿童教育中英语学习能力与各种行为结果之间的关系提供证据。这项研究涉及455名3至6岁的儿童。测量EK的情绪匹配任务适应巴斯克地区的双语环境,显示出良好的心理测量特性和适当的因素拟合。该研究还揭示了西班牙语和巴斯克语版本的因素不变性,以及性别的不变性。结果表明,女孩的EK高于男孩。此外,EK与较少的外化、内化和注意力问题,以及较低的非典型化和退缩有关,而较高的EK与较高的适应技能有关。这些发现支持了关注情感技能发展的干预措施以及评估其有效性的合适工具的必要性。
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