学龄前情绪调节的多信息评估:纵向研究

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Renata Sarmento-Henrique , Beatriz Lucas-Molina , Laura Quintanilla-Cobián , Marta Giménez-Dasí
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引用次数: 7

摘要

如今,对于使用多信息提供者评估的必要性已达成广泛共识,特别是在处理幼儿时。然而,目前还没有研究对不同的信息提供者在早期评估情绪调节进行比较。本研究的目的是探讨家长和教师在评估儿童情绪自我调节方面的一致性,并评估这种评估随时间的推移的稳定性。我们对108名3岁儿童进行了为期3年的跟踪调查,评估了家长(n = 34)和老师(n = 87)的情绪自我调节能力。使用情绪调节检查表。结果表明,家长和老师都认为,随着时间的推移,孩子的不稳定/消极水平有所下降,教师发现了主要的变化。在情绪调节维度上,只有教师观察到变化。这些发现对儿童情绪自我调节过程的评估和干预具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
La evaluación multi-informante de la regulación emocional en edad preescolar: un estudio longitudinal

There is a broad consensus today about the need to use multi-informant assessment, especially when dealing with young children. However, there have been no studies conducted to compare different informants assessing emotion regulation at an early age. The aim of this study was to inquire about the coincidence of parents and teachers in assessing children's emotion self-regulation and to assess the stability of this assessment over time. We assessed emotion self-regulation by parents (n = 34) and teachers (n = 87) in a group of 108 3-year-old children that we followed over three school years. The Emotion Regulation Checklist was used. The results show that both parents and teachers perceive a decrease in the levels of lability/negativity in children over time, with major changes identified by teachers. Regarding the emotion regulation dimension, only teachers observed changes. These findings have implications for both the assessment and the intervention on emotional self-regulation processes in childhood.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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