Browsing by Author "Pires, Eva"
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- Factorial structure, measurement invariance and reliability of the Emotion Regulation Checklist (ERC) in a sample of Portuguese parentsPublication . Fernandes, Marília; Morais, Inês; Santos, Carolina; Guedes, Maryse; Ribeiro, Olívia; Fernandes, Carla; Pires, Eva; Santos, Ana Filipa; Santos, Antonio J.; Veríssimo, ManuelaAbstract: Emotion regulation is important for socioemotional and mental health development, with lifelong implications. The Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997) is a widely used tool to assess emotional regulation and dysregulation in children. Despite wide use and translate into several languages, inconsistent findings have been found in its factorial structure across studies. This study addresses this gap by examining the factorial structure, reliability, and measurement invariance of the ERC in a Portuguese sample. A sample of 789 parents (mostly mothers, 90.9%) with children between 3 to 12 years old (49.3% preschoolers and 50.7% School-age) completed the scale. Confirmatory Factor Analysis (CFA) revealed that the original two-factor model (Emotion Regulation and Lability/Negativity) reached an acceptable fit, however three items had to be removed, and two item residuals correlated. Full invariance was achieved regarding boys and girls. While, regarding age, only configural invariance was achieved, meaning that, different loadings should be expected between preschool and school-age children. Considering the final model the Cronbach’s alphas (α) was .66 for Emotion Regulation and .80 for Lability/Negativity. These findings provide some support for the use of the Portuguese parents’ version of the ERC with preschool and school-age children.
- The relationships between empathy and social behaviours in middle childhoodPublication . Pires, Eva; Fernandes, M.; Fernandes, C.; Verissimo, ManuelaAbstract: Concern for others’ welfare is part of normative development. However, some children respond to others’ distress with concern and helpful approaches, while others respond with suspicion, hostility, indifference. Although the literature around empathy has increased over the years, there isn’t a consensus over its associations with prosociality and internalizing or externalizing problems. A sample of 199 children (50.8% girls) between 10 and 15 years (M=12.05; SD=0.98), reported on their empathy and social behaviours using the QACE – Questionnaire to Assess Affective and Cognitive Empathy (Zoll & Enz, 2010) and the SDQ – Strengths and Difficulties Questionnaire (Goodman, 1997) respectively. Our results indicate that girls were more prosocial and empathic, but also presented higher levels of internalizing problems, compared to boys. Affective but not cognitive empathy was related with internalizing problems. Cognitive empathy was significantly related with prosocial behaviour. No significant relations between empathy and externalizing behaviours were found.