Emotional dysregulation in the initial teacher training of Physical Education Pedagogy

dc.creatorFuentes-Vilugron, Gerardo
dc.creatorSaavedra Vallejos, Esteban
dc.creatorSalvador Soler, Noemi
dc.date2021
dc.date2021-10-04T18:44:53Z
dc.date2021-10-04T18:44:53Z
dc.date.accessioned2022-10-18T14:52:56Z
dc.date.available2022-10-18T14:52:56Z
dc.identifierRETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION,Vol.,575-583,2021
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/4320
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4444276
dc.descriptionThe 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.languagees
dc.publisherFEDERACION ESPANOLA ASOC DOCENTES EDUCACION FISICA-FEADEF
dc.sourceRETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION
dc.subjectEmotional regulation
dc.subjectUniversity education
dc.subjectEmotional interference
dc.subjectPedagogy in Physical Education
dc.subjectEmotional dysregulation
dc.titleEmotional dysregulation in the initial teacher training of Physical Education Pedagogy
dc.typeArticle


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