Emotional dysregulation in the initial teacher training of Physical Education Pedagogy
RETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION,Vol.,575-583,2021
Saavedra Vallejos, Esteban
Salvador Soler, Noemi
The 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.