Examining the psychometric properties of the Emotional Regulation Checklist in 4- and 5-year-old preschoolers

Abstract

Introduction. Emotinal Regulation Checklist is frequently used to determine emotional developments of children by teacher and parents of children. The purpose of this study was to examining the Psychomectric Properties of Emotinal Regulation Check List for 4-5 years age in preshool children. Method. The sample of the research was composed of 600 preschool children, who are all 4-5 years old, from 13 different public schools in Eskişehir (Turkey). This study is a quantitative and relational study. The data were collected by Emotinal Regulation Check List and PreSchool Social Competence and Behavior Evaluation Inventory-Teacher Form. Results. The factor structure of the scale was tested through confirmatory factor analysis (CFA) and the results indicate that the original factor model did not fit the data. Exploratory factor analysis (EFA) results differed from the original study in that item twelve took place in the first factor. CFA results revealed an acceptable model fit and suggested that two factor model was confirmed with the second dataset. Cronbach Alpha internal consistency coefficients were acceptable for subscales. Positive and negative medium level meaningful relations were found between emotion regulation checklist sub-factors and social compotence and behavior the sub-factors. Discussion and Conclusion. As a result of, it can be concluded that scale is a reliable and valid measurement tool for measure the emotion regulation behaviors of 4-5-year-old children. The findings of this study indicate the need to Education programmes developed to increase emotinal regulation of children, and their efficiency evaluated via this assessment instruments.

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

“…In the same vein, the CFAs performed with the Italian sample's data yielded modest support for the original two-factor model (Molina et al, 2014). Nonetheless, the results of the EFAs and CFAs conducted on the Norwegian sample did not support the fit of Shields and Cicchetti's two-factor model (Oseland, 2019), in contrast to the other validations of the ERC (Danisman et al, 2016;Meybodi et al, 2018;Molina et al, 2014;Nader-Grosbois & Mazzone, 2015;Reis et al, 2016). It is worth noting that, to our knowledge, the Norwegian study was the only one that used a randomized sampling method to confirm the structure of the ERC in elementary school children (6-12 years old).…”

فاعلية برنامج قائم على النمذجة الذاتية بالفيديو (Vsm) في تنمية تنظيم الانفعالات في مرحلة الطفولة المبکرة

“…The researcher used the Quasiexperimental approach, and the research tools were the Emotion Regulation Checklist in 4-5 year-old preschoolers prepared by Shields & Cicchetti (1995) which was reviewed by Dansman and others (Danişman, et al, 2016), and a program based on Video self-modeling (VSM) in Early Childhood Prepared by Researcher.…”

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‫المجلد‬ 2 ( ‫العدد‬ ،) 3 ) ‫مايو‬ 2021 ‫ـ‬ ‫ـ‬ ( ‫المجلد‬ 2 ( ‫العدد‬ ،) 3 ‫مايو‬ ) 2021 ‫الرقمي‬ ‫والتعلم‬ ‫التعليم‬ ‫تكنولوجيا‬ ‫مجلة‬ ‫الرئيسة‬ ‫الكلمات‬ : ‫بالفيديو‬ ‫الذاتية‬ ‫النمذجة‬ VSM ‫تنظيم‬ ، ‫االنفعاالت‬ ‫الطفولة‬ ، ‫التعلم‬ ‫المبكرة،‬ ‫بالنمذجة.‬ Effectiveness of Video self-modeling (VSM) based program in the development of emotion regulation in early childhood Abstract: Research problem: this research aimed to investigate the effectiveness of a video-based self-modeling (VSM) program in developing emotion regulation among preschoolers in early childhood (4-5 years). Research objectives: Building a program based on video selfmodeling (VSM) and verifying its effectiveness in developing emotion regulation in early childhood, and translating a tool to measure emotion regulation among Childs.

Methodology and research tools:The researcher used the Quasiexperimental approach, and the research tools were the Emotion Regulation Checklist in 4-5 year-old preschoolers prepared by Shields & Cicchetti (1995) which was reviewed by Dansman and others (Danişman, et al, 2016), and a program based on Video self-modeling (VSM) in Early Childhood Prepared by Researcher.

Research sample:The research sample consisted of (16) children in early childhood stage. Their ages ranged from (5-6) years, and they were divided into an experimental group (n = 8) and a control group (n = 8).

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The Effectiveness of Emotion Coaching Parenting Program in Iranian Preschool Children With Internalizing Disorders

“…The emotion regulation subscale (consisting of eight items) assesses key processes for adaptive regulation that includes empathy and the display of socially appropriate emotions. The lability-negativity subscale (consisting of 15 items) evaluates arousal, reactivity, anger outbursts, and mood swings (Danisman, Dereli, Akin & Yaya, 2016;Shields & Cicchetti, 1997).…”

“…Cronbach's alpha for two subscales of this questionnaire have been reported 0.96 (for Lability/Negativity subscale) and 0.83 (for Emotion Regulation subscale), respectively (Shields & Cicchetti, 1997). The emotion regulation composite score is produced from the aggregation of these two subscales with the internal consistency of 0.89 that captures both regulation and dysregulation of the emotions (Danisman et al, 2016). For the purpose of the current study, ERC was validated in a sample of Iranian preschool children.…”