La evaluación multi-informante de la regulación emocional en edad preescolarun estudio longitudinal

  1. Renata Sarmento-Henrique 1
  2. Beatriz Lucas-Molina 2
  3. Laura Quintanilla-Cobián 1
  4. Marta Giménez-Dasí 2
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2017

Volumen: 23

Número: 1

Páginas: 1-7

Tipo: Artículo

DOI: 10.1016/J.PSE.2017.01.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Objetivos de desarrollo sostenible

Resumen

En la actualidad existe un gran consenso sobre la necesidad de utilizar la evaluación multi-informante, especialmente cuando tratamos con población infantil. En el ámbito de la regulación emocional no hay estudios que comparen la evaluación de distintos informantes en edades tempranas. Este trabajo pretende indagar sobre la coincidencia de padres y profesores a la hora de valorar la capacidad de autorregulación emocional de los niños y examinar la estabilidad de dicha valoración a lo largo del tiempo. Para ello, evaluamos la autorregulación emocional a través de padres (n=34) y profesores (n=87) en un grupo de 108 niños de 3 años al que hemos seguido a lo largo de tres cursos escolares. Se utilizó el cuestionario Emotion Regulation Checklist. Tanto padres como profesores perciben una disminución en los niveles de labilidad/negatividad a lo largo del tiempo, siendo mayores los cambios detectados por los profesores. En regulación emocional solo los profesores observaron cambios. Se discuten las implicaciones de estos resultados tanto para la evaluación como para la intervención en los procesos de autorregulación en la infancia.

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Fuente de los datos: Dialnet