Relación entre diferenciación del self y agresión entre pares en estudiantes universitarios argentinos / Relationship between Differentiation of Self and Peer Aggression among Argentine University Students

Resumen La agresión entre pares, sea un caso aislado o recurrente, se ha convertido en un problema cada vez más frecuente que socava el desarrollo psicoafectivo saludable en adolescentes y universitarios. Como en el caso de otras conductas de riesgo, la investigación sugiere que los aspectos emocionales son relevantes para su prevención. El objetivo de este trabajo fue explorar la posible relación entre la agresión entre pares, la agresión frecuente como potencial conducta de bullying, y la diferenciación del self, un constructo procedente de la perspectiva sistémica, vinculado con la autorregulación emocional y la madurez afectiva. Universitarios de entre 17 y 20 años (. = 365), completaron sendos cuestionarios autoadministrados sobre estilos de vida (Carlos et al., 2016) y diferenciación del self (Duch-Ceballos et al., 2022). En esta muestra, los análisis realizados indican que menores niveles de diferenciación del self en los varones se asocian con mayor probabilidad de agresión entre pares, tanto sufrida como ejercida. Además, uno de los componentes de la diferenciación del self, la reactividad emocional, predijo también las probabilidades de agresión (sufrida y ejercida) entre las mujeres. La diferenciación del self está recibiendo una creciente atención como variable relevante para explicar la conducta de los adolescentes y jóvenes emergentes, especialmente en lo que refiere a conductas de riesgo. Este sería el primer estudio sobre la relación entre diferenciación del self, agresión entre pares y agresión frecuente como potencial conducta de buylling. Finalmente, a partir de los resultados encontrados, se plantean futuras líneas de investigación y aplicaciones prácticas.

Abstract The socio-emotional well-being of children and adolescents is a subject of interest, both for academics and researchers, as well as for parents, teachers, and educators. Initiatives on this subject promoted from the scientific and social fields are constantly increasing, and tend to have multiple objectives, among which one is to understand the dynamics of violence and aggression (which can lead to harassment situations), in order to design more effective prevention and intervention programs. Research suggests that emotional aspects are relevant to the prevention of aggression. Within this realm, we have focused on Differentiation of self (DoS). The Differentiation of Self is the central construct of Bowen's (1978) systemic family theory, considered from the systemic perspective as one of the most comprehensive theories of human behavior. With multiple applications in various fields, DoS is a multidimensional construct, defined as the ability to balance emotional and intellectual functioning -intrapsychic dimension-, and intimacy and autonomy in personal relationships -interpersonal dimension-. Based on previous studies in which associations between bullying and socio-emotional competencies were found, the objective of this study was to find relationships between differentiation of self and peer aggression. The sample of this study was comprised of university students between 17 and 20 years old (. = 365; . = 18.3, SD = .7), who were studying the first or second year of different careers at a private university in Argentina. Participants completed self-administered questionnaires on lifestyles (Carlos et al., 2016) and the Spanish version of the Differentiation of Self Inventory-Revised (S-DSI; Rodríguez-González et al., 2015). Considering that peer aggression does not represent bullying in all cases, the association between self-differentiation and peer aggression was first analyzed and, second, this same association was analyzed, but considering frequent aggression. Peer aggression was perpetrated by 54 % of women and 63 % of men (. = .043) and suffered by 72 % of women and 61 % of men (. = .124). Frequent peer aggression was perpetrated by 15 % of women and 21 % of men (. = .001) and suffered by 41 % of women and 24 % of men (. = .146). Both measures of DoS (Emotional reactivity and Emotional cutoff) were associated with a lower prevalence of both aggression and frequent aggression. This work offers two main findings. First, given the high incidence of peer aggression, the results of this study confirm the relevance of the research on peer aggression and, specifically, on frequent aggression associated with bullying. Second, present data suggests the existence of a relationship between differentiation of self and aggression. Since the idea and perceptions about aggression could be changing, new research is suggested, based around the cultural context and social changes that identify how the concept of bullying evolves should be promoted. Moreover, it would be positive to develop new research that can delve into the role played by the differentiation of self, since it is a factor that impacts the development and health of adolescents. The significant relationship between peer aggression and DoS found in this study contributes to the empirical corpus that affirms the relevance of the emotional factor in aggressive and bullying behaviors. In this sense, this study joins others that support the idea of intervening in aggression and buylling through the development of school intervention programs aimed at developing emotional competencies, involving students and also parents and educators.

Habilidades de autorregulação emocional e resolução de problemas interpessoais em pré-escolares: relato de experiência / Emotional self-regulation skills and interpersonal problem-solving skills in preschoolers: experience report / Habilidades de autorregulación emocional y resolución de problemas interpersonales en niños en edad preescolar: relato de experiencia

Este trabalho relata a experiência de um grupo de graduandas, vinculadas ao Programa de Educação Tutorial do Ministério da Educação, sobre a imple-mentação de um projeto de promoção das habilidades de autorregulação emocional e resolução de problemas interpessoais em uma escola de educação infantil. Considera-se a idade pré-escolar como estratégica para intervenções de prevenção e promoção em saúde mental e a escola como o contexto mais propício para intervenções proativas. Participaram aproximadamente 80 alunos, com média de 5 anos de idade, de quatro turmas do segundo período de uma escola municipal de educação infantil da cidade de Juiz de Fora/MG. A intervenção subdividiu-se em dois eixos de trabalho: autorregulação emocional e resolução de problemas interpessoais, realizada mediante seis encontros semanais para cada eixo, com a utilização de recursos lúdicos e audiovisuais. A atividade foi avaliada de forma bastante positiva pelas docentes, que rela-taram a apropriação e utilização dos conteúdos pelas crianças, bem como a sua transposição para a sala de aula. Conclui-se que projetos dessa natureza devem ser estimulados com maior frequência na escola, considerando seu potencial de prevenção de comportamentos agressivos e promoção de desenvolvimento socioemocional na infância.

This paper reports on the experience of a group of students, associated with the Tutorial Education Program of the Ministry of Education in Brazil, with a project to promote emotional self-regulation skills and interpersonal problem--solving skills in a preschool. Pre school is known as a strategic period for prevention and promotion actions in mental health and schools are the most proper environment for proactive actions. About 80 students participated, with an average age of 5 years old, from four second period classes of a public city preschool in the city of Juiz de Fora, state of Minas Gerais. The intervention was subdivided into two axes: emotional self-regulation and interpersonal problem-solving. Each axis was developed through six weekly meetings, using playful and audiovisual resources. The intervention was assessed positively by the teachers, who reported that the children learned and used the concepts, applying them in the classroom. In conclusion, projects like this should be stimulated more often in schools, given their potential for preventing aggressive behaviors and promoting socio-emotional development in early childhood.

Este trabajo relata la experiencia de un grupo de estudiantes de pregrado vinculados al Programa de Educación Tutorial del Ministerio de Educación, en Brasil, acerca de la implementación de un proyecto para promover las habili-dades de autorregulación emocional y resolución de problemas interpersonales en una escuela de educación infantil. La edad preescolar es estratégica para intervenciones de prevención y promoción en salud mental y la escuela es el contexto más propicio para intervenciones proactivas. Participaron aproxi-madamente 80 alumnos, con una edad promedio de 5 años, de cuatro clases del segundo período de una escuela municipal de Educación Infantil de la ciudad de Juiz de Fora, estado de Minas Gerais. La intervención se subdividió en dos ejes de trabajo: autorregulación emocional y resolución de problemas interpersonales, realizada a través de seis encuentros semanales para cada eje, con el uso de recursos lúdicos y audiovisuales. La actividad fue evaluada de manera muy positiva por las profesoras, quienes informaron la apropia-ción y uso del contenido por parte de los niños, así como su transposición a la clase. Se concluye que proyectos de esta naturaleza deben ser estimulados con mayor frecuencia en la escuela, considerando su potencial para prevenir conductas agresivas y promover el desarrollo socioemocional en la infancia.

Autorregulación emocional y estrategias de afrontamiento como variables mediadoras del comportamiento prosocial / Emotional self-regulation and coping strategies as mediating variables of prosocial behavior

Resumen Introducción: La adolescencia es vital para el desarrollo del ser humano y se caracteriza por una serie de transformaciones y demandas a nivel físico, cognitivo y emocional. A partir de esto, surgen cuestionamientos sobre una posible relación entre autorregulación emocional, estrategias de afrontamiento y comportamiento prosocial en esta población. Objetivo: Revisar sistemáticamente estudios realizados entre 2009 y 2019, en torno a la autorregulación emocional, estrategias de afrontamiento y comportamiento prosocial. Método: Se realizó una revisión sistemática de literatura, bajo los parámetros de Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Se efectuó una búsqueda de estudios publicados en las bases de datos PubMed, ScienceDirect y Redalyc, con las siguientes palabras clave: Emotional self-regulation, prosocial behavior, coping y adolescents. Los criterios de inclusión fueron: artículos empíricos en inglés, portugués o español publicados entre el 2009 y el 2019 con muestras caracterizadas por adolescentes sanos. Resultados: Se identificaron un total de 69 estudios, de los cuales 9 fueron escogidos como muestra final en la revisión de acuerdo con los criterios de elegibilidad, inclusión y exclusión. Se encontró relación significativa entre las variables tratadas en este texto y mediación entre autorregulación emocional y comportamiento prosocial. Conclusiones: Se evidenciaron pocas investigaciones dirigidas a estudiar estos tres constructos, sin embargo, a través de diferentes trabajos se ha podido demostrar la relación entre estos, la incidencia que tienen entre sí y la importancia de ampliar las posibilidades de su investigación, medición y análisis en diferentes contextos.

Abstract Introduction: Adolescence is vital for the development of the human being and is characterized by a series of transformations and demands on a physical, cognitive and emotional level. From this, questions arise about a possible relationship between emotional self-regulation, coping strategies and prosocial behavior in this population. Objective: To systematically review the studies carried out between 2009 and 2019, around emotional self-regulation, coping strategies and prosocial behavior. Method: A systematic literature review was carried out, under the parameters of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA). A search of studies published in the PubMed, ScienceDirect and Redalyc databases was performed, with the following keywords: Emotional self-regulation, prosocial behavior, coping and adolescents. The inclusion criteria were: empirical articles in English, Portuguese or Spanish published between 2009 and 2019 with samples characterized by healthy adolescents. Results: A total of 69 studies were identified, of which 9 were chosen as the final sample in the review according to the eligibility, inclusion and exclusion criteria. A significant relationship was found between the variables treated in this text and mediation between emotional self-regulation and prosocial behavior. Conclusions: Few investigations aimed at studying these three constructs were evidenced, however, through different works it has been possible to demonstrate the relationship between them, their incidence among themselves and the importance of expanding the possibilities of their investigation, measurement and analysis. in different contexts.

El desarrollo de la autorregulación en la infancia temprana y sus factores moduladores / The Development of Self-Regulation in Early Childhood and its Modulating Factors

La autorregulación emocional refiere a la capacidad intrínseca de los niños y niñas de modular y modificar respuestas tanto emocionales como cognitivas, por demandas de situaciones específicas (Lewis & Todd, 2007; Vohs & Baumeister, 2004). Sin embargo, su definición no está exenta de ambigüedades (Gross, 2013). La siguiente revisión tiene como objetivo analizar el concepto y desarrollo ontogenético de la autorregulación, y describir los principales factores endógenos y exógenos que modulan esta habilidad cognitiva en los primeros años de vida. Específicamente se trabajará con el período que abarca del momento de nacimiento hasta los 3 años de vida, denominado infancia temprana. Se realizó una revisión narrativa para explicitar el estado de conocimiento hasta el momento, utilizando las bases de datos Scopus, Medline y Web of Science, recuperándose un total de 146 referencias, de las cuáles se seleccionaron 48 que eran acordes a los objetivos establecidos. Los principales factores intrínsecos recabados fueron la maduración de las redes atencionales y el temperamento, mientras que los factores exógenos fueron la sensibilidad materna, los estilos de crianza y los entornos socioeconómicos. Se concluye que esta habilidad debe ser diferenciada conceptualmente de la regulación emocional y las funciones ejecutivas, y que la misma es el resultado de determinantes bio-psico-sociales. En futuros trabajos deberían realizarse más investigaciones empíricas con infantes y en Latinoamérica, para lograr una comprensión más acabada sobre la variable y guiar las políticas públicas para optimizar su desarrollo

Emotional self-regulation refers to the child s intrinsic ability to modulate and modify emotional and cognitive responses, due to the demands of specific situations (Lewis & Todd, 2007; Vohs & Baumeister, 2004). However, its definition is not without ambiguities (Gross, 2013). The following review aims to analyze the ontogenetic concept and development of self-regulation, and describe the main endogenous and exogenous factors that modulate this cognitive ability in the first years of life. Specifically, it will work with the period from the moment of birth to 3 years of life, called early childhood. A narrative review was carried out to explain the state of knowledge, using the Scopus, Medline and Web of Science databases, recovering a total of 146 references, of which 48 were selected according to that were consistent with the established objectives. The main intrinsic factors collected were maturation of the attentional networks and temperament, while the exogenous factors were maternal sensitivity, parenting styles and socio-economic environments. It is concluded that this ability must be conceptually differentiated from emotional regulation and executive functions, and that it is the result of bio-psycho-social determinants. In future work, more empirical research with infants and in Latin America should be carried out to achieve a more complete understanding of the variable and guide public policies to optimize their development

Individual differences in energy-tension cycle and self-regulation of mood / Diferenças individuais no ciclo de energia-tensão e autocontrole emocional / Diferencias individuales en el ciclo de energía-tensión y autorregulación emocional

The theory of mood proposed by Thayer is examined in a sample of Spanish psychology students (N = 176). Results showed the existence of a circadian pattern of energy and tension levels, individual differences, such as gender, circadian type (morningness or eveningness), and some possible cross-cultural differences, though energy levels in American and Spanish samples were similar. Data also indicated differences in the assessment and interpretation of personal problems in relation to mood: according to energy level and mood, everyday problems and stress situations are interpreted in different ways. Finally, the results showed different manners in which people regulate mood. Implications for intervention and future research are discussed.

Este estudo examinou a teoria do autocontrole emocional proposta por Thayer em uma amostra de estudantes de Psicologia da Espanha (N=176). Os resultados mostram a existência de um padrão dos níveis de energia em tensão, assim como diferenças individuais em função do sexo, ritmos cardíacos (matutino ou vespertino) e algumas diferenças possíveis entre as diferentes culturas, não obstante, as diferenças nos níveis de energia na amostra americana e espanhola não são significativos. Os dados obtidos indicam também diferenças na avaliação da interpretação dos problemas pessoais em relação ao estado de ânimo: em função dos níveis de energia e tensão, os problemas cotidianos e as situações estressantes são interpretadas de formas diferentes. Finalmente, os resultados mostram que as pessoas controlam a emoção de diferentes formas. Implicações dos resultados para investigação e futuras pesquisas são discutidas.

El estudio examina la teoría de autorregulación emocional propuesta por Thayer en una muestra de estudiantes de psicología de España (N = 176). Los resultados muestran la existencia de un patrón de los niveles de energía y tensión, así como diferencias individuales en función del género, los ritmos circadianos (matutino o vespertino) y algunas posibles diferencias entre las distintas culturas, no obstante, las diferencias en los niveles de energía en la muestra americana y española no resultaron significativas. Los datos obtenidos indican también diferencias en la evaluación de la interpretación de los problemas personales en relación al estado de ánimo: en función de los niveles de energía y tensión, los problemas cotidianos y las situaciones estresantes son interpretadas de forma diferente. Finalmente, los resultados muestran que las personas autorregulan sus emociones de forma diferente. Las implicaciones de los resultados para la intervención y las futuras investigaciones son discutidas.