Emotional dysregulation in the initial teacher training of Physical Education Pedagogy

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dc.contributor.authorFuentes-Vilugron, Gerardo
dc.contributor.authorSaavedra Vallejos, Esteban
dc.contributor.authorSalvador Soler, Noemi
dc.date2021
dc.date.accessioned2021-10-04T18:44:53Z
dc.date.available2021-10-04T18:44:53Z
dc.description.abstractThe objective of this research was to verify the reliability of the Spanish version of the DERS-E sole and to compare the level of emotional dysregulation between first and last year students of Pedagogy in Physical Education of the Universidad Autonoma de Chile, Temuco. The method had a quantitative, non-experimental and cross-sectional approach. The sample included 83 participants, corresponding to 43 and 40 students of first and last year, respectively. According to the results, although no significant differences were observed in terms of total emotional dysregulation between courses and gender, high levels of dysregulation were observed in the Emotional Interference subscale in first-year males and last-year females. The scale showed reliability with a Cronbach's Alpha coefficient of .92. In conclusion, the Spanish version of the DERS-E scale is highly reliable to evaluate the level of emotional dysregulation in university students and future teachers.
dc.identifier.citationRETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION,Vol.,575-583,2021
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/4320
dc.language.isoes
dc.publisherFEDERACION ESPANOLA ASOC DOCENTES EDUCACION FISICA-FEADEF
dc.sourceRETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION
dc.subject.englishEmotional regulation
dc.subject.englishUniversity education
dc.subject.englishEmotional interference
dc.subject.englishPedagogy in Physical Education
dc.subject.englishEmotional dysregulation
dc.titleEmotional dysregulation in the initial teacher training of Physical Education Pedagogy
dc.typeArticle
uct.indizacionESCI
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