alonso ps26
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Emotion labelling and generation of emotion regulation strategies: contribution for young children´s adjustment
Natalia Alonso-Alberca & Ana I. VergaraUniversity of the Basque Country
7th European Conference on Positive PsychologyAmsterdam, 1-4 July 2014
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Theoretical framework
Emotions
AdaptationPreparingfor action
Social communication
(Izard y Ackerman, 2000)
(Ekman, 1992)
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Set of abilities to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions
(Salovey & Mayer, 1990)
Ability model
Perceiving
Understanding
Managing
Using
(Mayer & Salovey, 1997)
(Mayer, Roberts, & Barsade, 2008)
(Martins, Ramalho, & Morin, 2010)
(Schutte, Malouff, Thorsteinnson, Bhullar, & Rooke, 2007)
(Zeidner, Roberts, & Matthews, 2008)
Emotional Intelligence (EI)
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Expression
(Chóliz, Fernández-Abascal, & Martínez-
Sánchez, 2012)
Perception
(Gross y Ballif, 1991; Sorce, Emde, Campos, & Klinnert,
1985)
Understanding
(Izard et al., 2011)
Managing
(Cole, Martin, & Dennis, 2004)
(Denham, Bailey, & Zinser, 2011)(Schultz, Izard, & Abe, 2005)(Zeidner, Matthews, Roberts, & MacCann, 2003)
Emotional intelligence in childhood
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Social skills
(Bariola, Gullon, & Hughes, 2011; Denham, 2006)
School adjustment
(Garner & Waajid, 2012; Izard & cols., 2001)
Externalizing
(Bariola & cols., 2011; Trentacosta & Fine, 2010)
Internalizing
(Eisenberg & cols., 2001a; Trentacosta & Fine, 2010)
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Aims & participants
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Study the predictive role of emotion knowledge and emotion regulation knowledge on behaviour.
a. Emotional abilities are related to lower externalizing problems.b. Emotional abilities relates to higher of adaptive skills.
N = 250 (3 to 6 years old)
Mmonths = 53,87 (R = 35-72)
Madrid (Spain)
14,4%
14,8%
18,4%16%
18,4%18%
3 years old
5 years old4 years old
BoysGirls
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Emotion Matching Task(Izard, Haskins, Schultz, Trentacosta, & King, 2003)(Alonso-Alberca, Vergara, Fernández-Berrocal, Johnson & Izard, 2012)
EMTtotal (Ω = .77)EMT.1. Emotion Association (Ω = .72)EMT.2. Emotion Understanding (Ω = .88)EMT.3. Emotion Labelling (Ω = .87)EMT.4. Emotion Recognition (Ω = .97)
Behaviour
Verbal ability Emotional intelligence
EmotionRegulation
EmotionKnowledge
EMT
Puppets Proc.
Measures
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Behavior Assessment System for Children (BASC) (Reynolds & Kamphaus, 2004)
106 itemsExternalizing (α = .93)Internalizing (α = .80)Adaptive skills (α = .92)
Puppets Procedure(Cole, Dennis, Smith-Simon, & Cohen, 2009)
Two situations: Anger & SadnessER Strategy Recognition (α = .72)ER Strategy Generation (к > .80)
PPVT-III(Dunn, Dunn, & Arribas, 2006)
(Ω = .96)
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EMT.1. Emotion matching
EMT.2. Emotionunderstanding
Measures for EI
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EMT.3. Emotion labelling
EMT.4. Emotion recognition
Strategies Recognition
Strategies Generation
Emotion Matching Task (EMT)
Puppets Procedure
New / RepeatedEffective / Ineffective
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Results
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Emotion knowledge dimensions
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5,00
6,00
7,00
8,00
9,00
10,00
11,00
12,00
EMT 1 EMT 2 EMT 3 EMT 4
3 years old
4 years old
5 years old
M SD R
AGE (months) 53.87 10.35 35-72
Verbal ability 109.59 11.64 70-145
EMT.1 (Matching) 8.61 1.95 2-12
EMT.2 (Understanding) 7.30 2.06 2-12
EMT.3 (Labelling) 9.11 2.15 0-12
EMT.4 (Recognition) 10.09 1.59 3-12
ADAPTIVE ABILITIES 33.63 9.82 7-54
EXTERNALIZING PROBLEMS 11.76 9.70 0-45
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Externalizing problems Adaptive skills
Behaviour prediction
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R2 = .094 β
Sex ,16*
Inefficient Anger ,14**
Repeated Anger ,20**
Inefficient Sad -,11
Repeated Sad -,19**
R2 = .208 β
Sex -,23**
Verbal ab. ,14*
EMT.3. Labelling ,20**
Recognition (Anger) ,13*
Efficient (Anger) ,15*
Repeated (Anger) -,19**
Repeated (Sad) ,15*
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Externalizing problems Adaptive skills
Behaviour prediction
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R2 = .094 β
Sex ,16*
Inefficient Anger ,14**
Repeated Anger ,20**
Inefficient Sad -,11
Repeated Sad -,19**
R2 = .208 β
Sex -,23**
Verbal ab. ,14*
EMT.3. Labelling ,20**
Recognition (Anger) ,13*
Efficient (Anger) ,15*
Repeated (Anger) -,19**
Repeated (Sad) ,15*
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Externalizing problems Adaptive skills
Behaviour prediction
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R2 = .094 β
Sex ,16*
Inefficient Anger ,14**
Repeated Anger ,20**
Inefficient Sad -,11
Repeated Sad -,19**
R2 = .208 β
Sex -,23**
Verbal ab. ,14*
EMT.3. Labelling ,20**
Recognition (Anger) ,13*
Efficient (Anger) ,15*
Repeated (Anger) -,19**
Repeated (Sad) ,15*
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Externalizing problems Adaptive skills
Behaviour prediction
13
R2 = .094 β
Sex ,16*
Inefficient Anger ,14**
Repeated Anger ,20**
Inefficient Sad -,11
Repeated Sad -,19**
R2 = .208 β
Sex -,23**
Verbal ab. ,14*
EMT.3. Labelling ,20**
Recognition (Anger) ,13*
Efficient (Anger) ,15*
Repeated (Anger) -,19**
Repeated (Sad) ,15*
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Conclusions
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Conclusions
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1. EK & ERK increase knowledge about child´s adjustment.
2. EI can be of help for better understanding child´sbehaviour.
3. Help the child to name emotions, and to generate diverseand effective strategies.
4. Sadness and anger show different profiles in behaviourprediction
5. Interventions design and effectiveness.
6. Usefull for cross-cultural research.
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The final aim…is to contribute valuable informationto help children to developresourcesto deal with difficult situations in positive ways…
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Natalia [email protected]