Reações maternas às emoções negativas dos filhos e autorregulação emocional infantil / Maternal reactions to children's negative emotions and children's emotional self-regulation

O desenvolvimento da autorregulação emocional acontece na relação com cuidadores primários. Este estudo investigou as relações entre as reações maternas às emoções negativas dos filhos e a autorregulação emocional infantil. Participaram 33 mães e 30 filhos com idade entre seis e sete anos. As reações maternas às emoções negativas dos filhos foram avaliadas por uma escala (CCNES). A autorregulação emocional infantil foi avaliada por uma escala (ERC) e por uma entrevista respondida pelas crianças. O agrupamento de reações maternas não apoiadoras das expressões emocionais infantis correlacionou-se negativamente com a autorregulação infantil informada pela mãe e positivamente com as estratégias de fuga relatadas pela criança. Os achados apoiam a hipótese sobre relações bidirecionais entre as duas variáveis. Reações não apoiadoras estimulam na criança o uso de estratégias de fuga consistentes com o modelo materno, gerando um ciclo interativo em que mãe e criança reforçam reciprocamente a evitação do contato com emoções negativas e prejudicam o desenvolvimento da autorregulação emocional infantil.

The development of emotional self-regulation occurs in the relationship with primary caregivers. This study investigated relations between maternal reactions to children's negative emotions and children's emotional self-regulation. Thirty-three mothers of children aged 6 to 7 years old and thirty children participated in the study. Mothers' reactions to children's negative emotions were evaluated with a scale (CCNES). Children's emotional self-regulation was evaluated with a scale (ERC) and an interview answered by children. The grouping of unsupportive reactions to children's emotional expression was negatively correlated with children's emotional self-regulation informed by the mother and positively correlated with scape strategies reported by children. The findings support the hypothesis about bidirectional relations between the two variables. Unsupportive reactions stimulate the child to use scape strategies which are consistent with the maternal model, generating an interactive cycle in which mother and child mutually reinforce the avoidance of contact with negative emotions and impair the development of children's emotional self-regulation.

Construcción y validación de una escala para medir estrategias usadas en el aprendizaje autorregulado en estudiantes de bachillerato / Construction and validation of a scale for assessing strategies used in self-regulated learning in high school students

Resumen Introducción: El Aprendizaje Autorregulado (AAR) contempla el uso de secuencias de procesamientos o actividades que facilitan la adquisición, procesamiento y uso de la información, mismas que se han vinculado fuertemente como predictores del desempeño académico (Dent & Koenka, 2016; Boruchovitch & Santos, 2015 p.20). Aunque se han desarrollado instrumentos para evaluar el AAR en educación superior, es necesario diseñar cuestionarios para estudiantes de bachillerato que abarquen estos predictores. Objetivo: Realizar análisis de parámetros de un banco de ítems, así como de confiabilidad y validez para construir la Escala de Estrategias de Autorregulación (EEAR) de Ortiz-Saavedra para estudiantes de bachillerato. Método: Estudio prospectivo y de validación psicométrica de un banco de ítems con una cohorte de 734 estudiantes de bachillerato de ambos sexos entre 15 y 19 años. Se realizó validación de contenido y psicométrica a través de Modelamiento por ecuaciones estructurales y la Teoría de la Respuesta al ítem, para integrar la EEAR. Resultados: Se validó la estructura factorial y propiedades psicométricas (índices de discriminación y localización) de la EEAR que aseguran la estabilidad y precisión de las mediciones para las dimensiones hipotetizadas (α= ,92; CFI=,98; IFI=,98.; RMSEA= ,048 e IC RMSEA= 0,0370,058). Conclusiones: Este estudio permitió validar el desarrollo teórico y las propiedades psicométricas de la Escala de Estrategias de autorregulación para estudiantes de bachillerato de la Cuidad de México. Además, permitió discutir aspectos teóricos, como la importancia de características personales y contextuales en las que el individuo desarrolla sus experiencias de aprendizaje, así como aspectos metodológicos en la evaluación del aprendizaje autorregulado, como la utilización de puntajes estandarizados, mismos que permiten identificar distintos niveles de autorregulación.

Abstract Introduction: Self-regulated Learning (SRL) consider the use of processing sequences or activities that facilItate the acquisition, processing and use of information, which have been strongly linked as predictors of academic performance (Dent & Koenka, 2016, Boruchovitch & Santos, 2015). Although several test have been developed to assess SRL in higher education, it is necessary to design questionnaires for high school students covering the predictors considered. Objective: Perform analysis of parameters of an item bank, as well as reliability and validity to build the Ortiz-Saavedra Self-regulation strategies scale (SRSS) for high school students. Method: Prospective study and psychometric validation of an item bank with a cohort of 734 high school students of both sexes between 15 and 19 years old. Content validation was performed, as well as psychometric validation through Structural Equation Modeling and Item Response Theory, to integrate the SRSS. Results: The factor structure and psychometric properties of the SRSS were validated to ensure the stability and precision of the measurements for the hypothesized dimensions (α= .92; CFI= .98; IFI= .98.; RMSEA= .048 e IC RMSEA= 0.0370.058). Conclusions: This study allowed to validate the theoretical development and psychometric properties of the Self-Regulation Strategies Scale for high school students of Mexico City. In addition, it allowed to discuss theoretical aspects, such as the importance of personal and contextual characteristics in which the individual develops his learning experiences; as well as methodological aspects in the evaluation of self-regulated learning, such as the use of standardized scores, which allow identifying different levels of self-regulation.

Aprendizaje de habilidades de autorregulación en niños de 5 a 7 años / Self-regulation skills learning in children aged 5 to 7

La autorregulación es un componente de la metacognición que se relaciona con el aprendizaje eficaz. Esto puede ser especialmente relevante en entornos de desventaja social. Por ello, los objetivos de este trabajo son: (a) comprobar si la enseñanza de estrategias de autorregulación a niños pequeños con desventaja social, mejora sus habilidades de resolución de tareas; (b) evaluar la eficacia de un programa de enseñanza de estrategias de autorregulación, desde la perspectiva del profesorado. Se trabajó con una muestra de 43 sujetos con edades comprendidas entre 5 y 7 años. Los resultados indican que existen mejoras significativas, antes-después de la aplicación del programa, en habilidades: atencionales, de planificación manifiesta guiada y autónoma, de planificación encubierta y de autoevaluación en la resolución de problemas cognitivos y sociales. Paralelamente, el profesorado considera que el programa ha mejorado, en sus alumn os: los niveles atencionales y la generalización de las estrategias a otras actividades curriculares. En consecuencia, se considera, al programa de enseñanza en estrategias de autorregulación, una herramienta efectiva y motivadora para la docencia en entor nos de compensación educativa (niños pequeños en desventaja social).

Self-regulation is a component of metacognition that is related to effective learning. This may be especially relevant in social disadvantaged environments. The objectives of this work are: (a) To check whether the teaching of self-regulation strategies to young children with social disadvantage, improves their problem solving skills; (b) To evaluate the effectiveness of a self-regulation strategies teaching program from the teachers' perspective. For this purpose, a sample of 43 subjects aged between 5 and 7 was used. The results indicate that there are significant differences in skills involving attention, guided and autonomous state planning, covert planning and self-evaluation in cognitive and social problem-solving. Similarly, teachers consider that the program improved attention levels and generalization of strategies towards other curricular activities in their pupils. Consequently, the self-regulation strategies teaching program is considered as an effective and motivating tool for teaching in compensatory education environments (socially disadvantaged children).