6533b7d8fe1ef96bd126ac04
RESEARCH PRODUCT
La evaluación multi-informante de la regulación emocional en edad preescolar: un estudio longitudinal
Renata Sarmento-henriqueMarta Giménez-dasíMarta Giménez-dasíLaura Quintanilla-cobiánBeatriz Lucas-molinasubject
Social PsychologyIntervention (counseling)education05 social sciencesDevelopmental and Educational Psychology050301 education0501 psychology and cognitive sciencesNegativity effectPsychology0503 educationChecklist050104 developmental & child psychologyDevelopmental psychologydescription
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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-06-01 | Psicología Educativa |