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Spanish validation of the Emotion Regulation Checklist (ERC) in preschool and elementary children: Relationship with emotion knowledge

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dc.contributor.authorLucas Molina, Beatriz
dc.contributor.authorGiménez Dasí, Marta
dc.contributor.authorQuintanilla Cobián, M. Laura
dc.contributor.authorGorriz Plumed, Ana Belén
dc.contributor.authorGiménez García, Cristina
dc.contributor.authorSarmento Henrique, Renata
dc.contributor.orcidhttps://orcid.org/0000-0003-4370-4799
dc.date.accessioned2024-10-28T11:23:40Z
dc.date.available2024-10-28T11:23:40Z
dc.date.issued2022-02-15
dc.descriptionThe registered version of this article, first published in Social Development, is available online at the publisher's website: Wiley, https://doi.org/10.1111/sode.12585
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Social Development, está disponible en línea en el sitio web del editor: Wiley, https://doi.org/10.1111/sode.12585
dc.description.abstractEmotion 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.en
dc.description.versionversión publicada
dc.identifier.citationLucas‐Molina, B., Giménez‐Dasí, M., Quintanilla, L., Gorriz‐Plumed, A. B., Giménez‐García, C., & Sarmento‐Henrique, R. (2022). Spanish validation of the Emotion Regulation Checklist (ERC) in preschool and elementary children: Relationship with emotion knowledge. Social Development, 31(3), 513-529. https://doi.org/10.1111/sode.12585
dc.identifier.doihttps://doi.org/10.1111/sode.12585
dc.identifier.issn1467-9507
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24139
dc.journal.issue3
dc.journal.titleSocial Development
dc.journal.volume31
dc.language.isoen
dc.page.final529
dc.page.initial513
dc.publisherWiley
dc.relation.centerFacultades y escuelas::Facultad de Psicología
dc.relation.departmentMetodología de las Ciencias del Comportamiento
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject61 Psicología
dc.subject.keywordsemotion regulationen
dc.subject.keywordsemotion regulation checklisten
dc.subject.keywordsspanish versionen
dc.subject.keywordsteacher reporten
dc.subject.keywordsvalidationen
dc.titleSpanish validation of the Emotion Regulation Checklist (ERC) in preschool and elementary children: Relationship with emotion knowledgeen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication940d5943-7974-4ec9-82cd-9d93be2b4056
relation.isAuthorOfPublication.latestForDiscovery940d5943-7974-4ec9-82cd-9d93be2b4056
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