Publication: Regulación emocional y habilidades sociales en niños con altas capacidades intelectuales
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2016-08-19
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Abstract
Esta tesis tiene como finalidad profundizar en la regulación emocional de la tristeza, el enfado y la preocupación de los niños con altas capacidades intelectuales (AC). Además, estos se clasificaron según su estilo de relación social en: pasivos, asertivos o agresivos, y se comprobó la relación entre inhibición emocional y pasividad en la muestra. Para ello se recogió información sobre un total de 203 niños de la Comunidad de Madrid, de 9 a 11 años de edad. 101 con un CI > 129, evaluados a través de la Escala de Inteligencia de Wechsler para niños (2005), adaptación española de Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV, Wechsler, 2003), y 102 sujetos del mismo rango de edad, con capacidad intelectual media (CM) (CI 100-128). Para medir por separado las estrategias de gestión de las tres emociones, se usaron las Escalas de Manejo Emocional para Niños (EME): tristeza, enfado y preocupación (Children’s Emotion Management Scales (CEMS): sadness (CSMS), anger (CAMS) and worry (CWMS), Zeman, Shipman y Penza-Clyve, 2001; Zeman, Cassano, Suveg, y Shipman, 2010). Para estudiar las habilidades sociales de los sujetos, se escogió el Cuestionario para Evaluar la Asertividad (CEA, De la Peña, Hernández y Rodríguez, 2003), adaptación española del Childreńs Assertive Behaviour Scale, CABS, (Wood, Michelson y Flynn, 1978)...
The aim of this dissertation is to study in depth the emotional regulation of sadness, anger and worry in children with high intellectual capacity (HC). Those children were also classified according to their style of social interactions in: passive, assertive, and aggressive; and the relationship between emotional inhibition and passivity was verified in the sample group. To that purpose, information was gathered on a total of 203 9-to-11-year-old children in the Autonomous Region of Madrid, Spain. 101 of them had an IQ > 129, according to the 2005 Spanish adaptation of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV, Wechsler, 2003), and 102 subjects of the same age had average intellectual capacity (AC), with IQs from 100 to 128. In order to measure separately the strategies for managing the three emotions, Children’s Emotion Management Scales (CEMS): sadness (CSMS), anger (CAMS) and worry (CWMS), were used (Zeman, Shipman, and Penza-Clyve, 2001; Zeman, Cassano, Suveg, and Shipman, 2010). To study the subjects’ social skills, the Assertiveness Evaluation Questionnaire was chosen (Cuestionario para Evaluar la Asertividad, CEA, De la Peña, Hernández, and Rodríguez, 2003. Children’s Assertive Behaviour Scale, CABS, Wood, Michelson, and Flynn, 1978)...
The aim of this dissertation is to study in depth the emotional regulation of sadness, anger and worry in children with high intellectual capacity (HC). Those children were also classified according to their style of social interactions in: passive, assertive, and aggressive; and the relationship between emotional inhibition and passivity was verified in the sample group. To that purpose, information was gathered on a total of 203 9-to-11-year-old children in the Autonomous Region of Madrid, Spain. 101 of them had an IQ > 129, according to the 2005 Spanish adaptation of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV, Wechsler, 2003), and 102 subjects of the same age had average intellectual capacity (AC), with IQs from 100 to 128. In order to measure separately the strategies for managing the three emotions, Children’s Emotion Management Scales (CEMS): sadness (CSMS), anger (CAMS) and worry (CWMS), were used (Zeman, Shipman, and Penza-Clyve, 2001; Zeman, Cassano, Suveg, and Shipman, 2010). To study the subjects’ social skills, the Assertiveness Evaluation Questionnaire was chosen (Cuestionario para Evaluar la Asertividad, CEA, De la Peña, Hernández, and Rodríguez, 2003. Children’s Assertive Behaviour Scale, CABS, Wood, Michelson, and Flynn, 1978)...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Personalidad, Evaluación y Tratamiento Psicológico, leída el 20/01/2016