Validation of a method of assessing socioemotional regulation in preschoolers |
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| Affiliation: | 1. Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany;2. Laboratories of Cognitive Neuroscience, Boston Children’s Hospital, Boston, MA, USA;3. JARA-Brain Institute II, Molecular Neuroscience and Neuroimaging, RWTH Aachen & Research Center Juelich, Germany;4. Harvard Medical School, Boston, MA, USA;5. Catholic University of Applied Sciences, Aachen, Germany;1. Save the Children, United States, University College London (UCL);2. UNICEF;3. Save the Children, United States;1. Department of Clinical Oncology, Leiden University Medical Center, Leiden, The Netherlands;2. Department of Cardiology, Leiden University Medical Center, Leiden, The Netherlands;3. Department of Hematology, Leiden University Medical Center, Leiden, The Netherlands;4. Department of Medical Statistics and Bio-informatics, Leiden University Medical Center, Leiden, The Netherlands;5. Interuniversity Cardiology Institute of the Netherlands, Utrecht, The Netherlands;7. Center of Research on Psychology in Somatic Diseases, Tilburg University, Tilburg, The Netherlands;1. The George Washington University and Children''s National Medical Center, 111 Michigan Avenue, Washington 20010-2916 D.C, USA;2. Department of Education, Psychology, Philosophy University of Cagliari, Via Is Mirrionis, 1, Cagliari, 09123, Italy |
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| Abstract: | IntroductionBased on the model of Yeates et al. (2007), and on behavioural categories included in several measures of emotional abilities or emotional regulation, a new methodological design was conceived to allow eliciting and observing the child's socioemotional regulation, in three interactive contexts (neutral, cooperative, competitive) and his/her abilities in socioemotional problem-solving.MethodThe validation of the new coding grid was derived from the coding of 90 videos about socioemotional behaviours displayed by 30 typically developing preschoolers.ResultsThe agreement of the judges between themselves and the factorial analyses showed the proper internal validity of the grid.ConclusionOur results showed how this design is relevant for assessing the child's socioemotional regulation. The discussion emphasized its advantages and limits for researchers and practitioners. |
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