Persona: Quintanilla Cobián, M. Laura
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Quintanilla Cobián
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M. Laura
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Publicación Red Diseño y Análisis de datos en Psicología. Una visión conjunta del diseño de investigación y el análisis de datos en Psicología(2009-09) Merino Merino, José M.; Garriga Trillo, Ana Julia; Moreno González, Enrique; Reales Avilés, José Manuel; Rodríguez-Miñón Cifuentes, Pedro; Villarino Vivas, Ángel; Fontes de Gracia, Sofía; García Gallego, María del Carmen; Pérez-Llantada Rueda, María Carmen; Quintanilla Cobián, M. Laura; Sarriá Sánchez, María EncarnaciónPublicación A year of pandemic: psychological effects in spanish children from 3 to 11 years of age(Colegio Oficial de Psicólogos del Principado de Asturias, 2023) Giménez Dasi, Marta; Quintanilla Cobián, M. Laura; Simón López, TeresaBackground: After the lockdown, schools adopted measures to avoid infection, which changed pre-pandemic routines. We evaluated whether the new school conditions constituted a stress factor for children or contributed to their recovery after the impact of the lockdown period. Method: Participants included 291 families with children between 3 and 11 years of age. The children were assessed by parents through the Child and Adolescent Assessment System (SENA) at three time points: T1 (before COVID-19 confinement), T2 (after the children had spent between 4 and 6 weeks confined), and T3 (one year after the beginning of the pandemic). Results: For Preschoolers, no statistical differences were found in any scale or time point. For primary-school children, the differences between T1 and T3 were not significant. Comparisons between T2 and T3 showed significant differences in Willingness to study, Emotional regulation and Hyperactivity and impulsivity. Conclusions: Our results suggest that returning to school might have improved some dimensions of primary-school children’s well-being. However, it seems that neither the confinement nor the restrictive measures have had a negative effect on our sample. To interpret these findings, we discuss the psychological factors of protection and vulnerability.Publicación The role of severity and intentionality in the intensity of Schadenfreude attribution: a developmental study of Danish children(Wiley, 2019-06-09) Jensen de López, Kristine M.; Quintanilla Cobián, M. Laura; https://orcid.org/0000-0001-5799-8615Understanding envy and schadenfreude requires complex interpersonal social cognitive abilities, such as social comparison and evaluating the Self, but also understanding agency and intentionality. Previous studies of children’s development of envy/schadenfreude addressed whether children understand and experience schadenfreude as opposed to compassion/sympathy or whether children’s attribution of schadenfreude is a consequence of envy provoked by a disadvantageous social comparison. In this study, we take a step further and investigate the roles that agency and severity of the damage play in mediating children’s attribution of schadenfreude. The participants were 144 Danish children aged 3–9 years divided into two age groups. Children were presented with eight stories supported by pictures showing intentional versus accidental and irreparable versus reparable damage to envied objects. The results show that the intensity of envy/schadenfreude, as well as the happy victimizer phenomenon, varies depending on the severity of damage, agency and intentionality. When damage is accidental, schadenfreude is expressed with less intensity compared to when damage is intentional (led by an agent). When damage is irreparable, children attribute less intense feelings of schadenfreude compared to when it is reparable. In addition, only the older children expressed reparable damage carrying more intense schadenfreude and only in the accidental condition. In general, children consider intentional and reparable damage more intense than accidental and irreparable damage, and this is mediated by age. The results are important for understanding the developmental trajectory of children’s complex emotions and for educational programmes directed towards supporting this development.Publicación Children’s perception of envy and modesty: Does depreciation serve as a mask for failure or success?(Springer Nature, 2021-02) Quintanilla Cobián, M. Laura; Giménez Dasí, Marta; Gaviria Stewart, ElenaThe objective of this study was to analyze children’s perceptions of characters who try to disguise expressions of success and failure in situations of social comparison. In the case of upward comparison, when the character was surpassed by a peer, his/her expression was either one of disparagement or of admiration for the successful peer. In downward comparison situations, the character gained public social recognition for his/her achievement, and s/he expressed either modesty (self-depreciation) or immodesty. From these expressions of the character, participants (six and eight years old; N = 100) assessed the character’s ability and niceness, and the appropriateness of his/her attitude. All the children reported that the unsuccessful envious character in the disparagement condition was unskillful and unfriendly, and his/her response was inappropriate; conversely, in the admiration condition, the unsuccessful character was considered skillful, friendly, and appropriate. Moreover, all participants believed that the successful character was skillful, regardless of his/her modest or immodest response. Only eight-year-olds considered the immodest response to be inappropriate and nasty. We discuss the results considering the consequences of following display rules and the dilemma of being honest in both social situations.Publicación Influence of Group Identification on Malicious and Benign Envy: A Cross-Sectional Developmental Study(Frontiers Media, 2021-06-30) Gaviria Stewart, Elena; Quintanilla Cobián, M. Laura; Navas, María JoséEnvy is the result of a social comparison that shows us a negative image of ourselves. The present study addresses the effect of the context of group comparison and group identification on children's expression of this emotion. Through different stories, participants aged between 6 and 11 years were exposed to four contexts of upward social comparison in which they had to adopt the role of the disadvantaged character. From their emotional responses and their decisions in a resource allocation task, three response profiles were created: malicious envy, benign envy, and non-envy. Although we found important differences between verbal and behavioral responses, the results showed greater envy, both malicious and benign, when the envied was an out-group. On the other hand, when the envied belonged to the in-group and competed with a member of the out-group, malicious but not benign envy practically disappeared. With age, envious responses decreased, and non-envious responses increased. The role of social identity in the promotion and inhibition of envy is discussed, as well as the acquisition of emotional display rules in the benign envy and non-envy profiles.Publicación Spanish validation of the Emotion Regulation Checklist (ERC) in preschool and elementary children: Relationship with emotion knowledge(Wiley, 2022-02-15) Lucas Molina, Beatriz; Giménez Dasí, Marta; Quintanilla Cobián, M. Laura; Gorriz Plumed, Ana Belén; Giménez García, Cristina; Sarmento Henrique, Renata; https://orcid.org/0000-0003-4370-4799Emotion Regulation is one of the most widely studied variables in child development. However, it is a complex construct, and there are few validated instruments to evaluate children. The main goal of this study was to test the factorial structure of the Emotion Regulation Checklist (ERC) in two samples of Spanish children, one with 284 preschool children (48.3% girls; M = 4.38) and the other with 323 elementary school children (49.2% girls; M = 8.82). The ERC was completed by the children's teachers. Although this instrument has been validated in different cultural contexts, no studies have analyzed its psychometric properties in Spanish samples. An examination of the internal structure, using Exploratory Structural Equation Modeling (ESEM), revealed that the original two-factor model (Emotion Regulation and Lability/Negativity) fitted the elementary school children's data well; however, in the sample of preschool children, the factorial model showed poor goodness-of-fit indices. The reliability of the ERC subscales was .77 for ER and .88 for L/N in the preschool-aged sample, and .80 for ER and .77 for L/N in the sample of elementary school children. In addition, the relationship between the ERC and the Test of Emotion Comprehension (TEC) was explored. L/N correlated negatively and significantly with TEC in the sample of elementary school children. These findings provide some support for the use of the Spanish teachers’ version of the ERC with elementary school children.Publicación Six weeks of confinement: psychological effects on a sample of children in early childhood and primary education(Frontiers Media, 2020-10-08) Gimenez Dasi, Marta; Quintanilla Cobián, M. Laura; Lucas Molina, Beatriz; Sarmento Henrique, RenataSpain has been one of the countries most affected by the health crisis derived from COVID-19. Within this country, the city of Madrid has registered the highest number of infections and deaths. This circumstance led to the adoption of strict confinement measures for a period of 6 weeks. The objective of the present study was to investigate the psychological effects that this confinement has had on the psychological well-being of a sample of children from Madrid. A total of 167 families with children aged between 3 and 11 years participated in this study. The parents evaluated the children through the System of Evaluation of Children and Adolescents (SENA) scale in the month of February and refilled part of the same scale after the children had spent between 4 and 6 weeks confined. The comparison between the two measures showed no change among the 3-year-old children. However, change was observed among the 6–10-year-old. Children in Primary Education obtained lower scores in dimensions related to self-regulation (emotional, attentional, and behavioral) and in willingness to study. The results are discussed in light of the situation experienced between the months of March and May 2020.Publicación Longitudinal evidence for an emotion-action lag on desire: the role of emotional understanding(Elsevier, 2021-08-12) Quintanilla Cobián, M. Laura; Giménez Dasí, Marta; Sarmento Henrique, Renata; Lucas Molina, Beatriz; https://orcid.org/0000-0003-1312-5008; https://orcid.org/0000-0003-4370-4799Many previous studies have found that children understand much earlier what a character who has a false belief will do than what a character will feel. This gap between the understanding of action and emotion is known as the belief-emotion lag and to this day there is no convincing explanation as to why it happens. There are also no studies that have explored whether this same gap occurs in the understanding of desire. This longitudinal study had a twofold objective: to explore the existence of a lag between the prediction of action and emotion based on desire, and to search for the role that specific emotions could have in children’s answers. To this end, we administered the Test of Emotion Comprehension (TEC) and the Theory of Mind (ToM) scale items to 103 children initially aged three years during the three courses of early childhood education. Results confirm the existence of a lag between the prediction of action and emotion based on desire. Besides replicating the well-known belief-emotion lag, we found that performance in prediction of emotion based on belief differed according to the emotion in question. Our discussion on the relationship between emotional and mental states knowledge suggest that the asynchronous development of emotional knowledge is a key point in understanding the lag. We also point out the limitations of the tasks and the instruments we use to evaluate emotion understanding in young children and suggest that researchers might use a broader and more functional approach to emotionalPublicación The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years(SAGE Publications, 2019-08-13) Sarmento Henrique, Renata; Quintanilla Cobián, M. Laura; Lucas Molina, Beatriz; Recio Saboya, Patricia; Giménez Dasí, Marta; https://orcid.org/0000-0003-1312-5008; https://orcid.org/0000-0001-5343-5604Emotion comprehension (EC), theory of mind (ToM), and language are particularly important aspects of child development. In recent years, there has been increasing interest in understanding how these three variables are related to preschool children. However, results have been contradictory, and it is not clear how EC, ToM, and language are associated. The aim of this study was to analyze the relationships among EC, ToM, and language through a longitudinal study. Participants were 105 children (49 girls and 56 boys). EC, ToM, and language skills were assessed when children were 3, 4, and 5 years old. The cross-lagged model confirmed that EC preceded ToM in time. The half-longitudinal model showed that linguistic skills at 4 years old mediated the relationship between EC at 3 years old and ToM at 5 years old. These findings provide important insights into the complex relationships among EC, ToM, and language. Developmental, educational, and clinical implications of the results are discussed.