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Influência do conhecimento emocional nas competências sociais e aregulação emocional em crianças no pré-escolar
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Advisor(s)
Abstract(s)
O desenvolvimento de competências emocionais e sociais é essencial ao desenvolvimento
saudável das crianças. Neste sentido, é importante aprofundar o conhecimento sobre como o
conhecimento das emoções contribui para as competências sociais e em crianças de idade pré escolar. Analisou-se também o papel mediador da regulação emocional entre o conhecimento
emocional e as competências sociais. O estudo contou com a participação de 108 crianças,
respetivas figuras parentais (mãe ou pai; n=108) e educadores de infância (n=8). Para avaliar o
conhecimento emocional das crianças foi aplicada a versão portuguesa do Teste de
Conhecimento das Emoções, a regulação emocional foi avaliada através de um questionário à
figura parental (ERC) e as competências sociais através de um questionário ao educador
(SSRS). Os resultados sugerem que melhores competências de nomeação e de reconhecimento
das emoções se associam a competências sociais mais elevadas. Verificou-se também que a
labilidade/negatividade medeiam a relação entre o reconhecimento das emoções e os problemas
de comportamento. Todavia não se verificou a existência de mediação entre as restantes
dimensões do estudo. Conclui-se que o facto de as crianças terem dificuldades ao nível da
regulação emocional, possui impacto na capacidade de a criança reconhecer as emoções e
consequentemente nos problemas comportamentais exibidos em sala de aula.
ABSTRACT: The development of emotional and social skills is essential to the healthy development of children. In this sense, it is important to deepen our understanding of how knowledge of emotions contributes to social skills in pre-school children. The mediating role of emotional regulation between emotional knowledge and social skills was also analyzed. The study involved 108 children, their parental figures (mother or father; n=108) and kindergarten teachers (n=8). The Portuguese version of the Emotional Knowledge Test was used to assess the children's emotional knowledge, emotional regulation was assessed using a questionnaire for the parental figure (ERC) and social skills using a questionnaire for the teacher (SSRS). The results suggest that better emotion naming and recognition skills are associated with higher social skills. It was also found that lability/negativity mediated the relationship between emotion recognition and behavior problems. However, there was no mediation between the other dimensions of the study. We conclude that the fact that children have difficulties with emotional regulation has an impact on their ability to recognize emotions and consequently on the behavioral problems they display in the classroom.
ABSTRACT: The development of emotional and social skills is essential to the healthy development of children. In this sense, it is important to deepen our understanding of how knowledge of emotions contributes to social skills in pre-school children. The mediating role of emotional regulation between emotional knowledge and social skills was also analyzed. The study involved 108 children, their parental figures (mother or father; n=108) and kindergarten teachers (n=8). The Portuguese version of the Emotional Knowledge Test was used to assess the children's emotional knowledge, emotional regulation was assessed using a questionnaire for the parental figure (ERC) and social skills using a questionnaire for the teacher (SSRS). The results suggest that better emotion naming and recognition skills are associated with higher social skills. It was also found that lability/negativity mediated the relationship between emotion recognition and behavior problems. However, there was no mediation between the other dimensions of the study. We conclude that the fact that children have difficulties with emotional regulation has an impact on their ability to recognize emotions and consequently on the behavioral problems they display in the classroom.
Description
Dissertação de Mestrado realizada sob a
orientação da Professora Doutora Eva Diniz
apresentada no Ispa – Instituto Universitário para
a obtenção de grau de Mestre na especialidade de
Mestre em Psicologia Clínica.
Keywords
Conhecimento emocional Regulação emocional Competências sociais Pré- escolar Pais Educadores Emotion knowledge Emotion regulation Social skills Preschool Parents Kindergarten teachers