Emotion Regulation Scale and Mindfulness Scale in School Aged Children: Construction and Validation of French Versions
| Autor: | Eve Plateau, Rafika Zebdi, Marie Rasmussen, Jessica Monsillion, Baptiste Lignier, Ségolène Burgy |
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| Přispěvatelé: | Clinique, Psychanalyse, Développement (CliPsyD), Université Paris Nanterre (UPN), Hôpital Raymond Poincaré [AP-HP], Laboratoire de psychologie : dynamiques relationnelles et processus identitaires [Dijon] (PSY-DREPI), Université de Bourgogne (UB)-Université Bourgogne Franche-Comté [COMUE] (UBFC) |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
050103 clinical psychology
Mindfulness School age child 05 social sciences Emotional regulation Reproducibility of Results [SHS.PSY]Humanities and Social Sciences/Psychology Factor structure Test (assessment) Developmental psychology Emotional Regulation Child and adolescent Psychiatry and Mental health Convergent validity Scale (social sciences) Pediatrics Perinatology and Child Health Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Psychology Child ComputingMilieux_MISCELLANEOUS 050104 developmental & child psychology |
| Zdroj: | Child Psychiatry and Human Development Child Psychiatry and Human Development, Springer Verlag, 2021, ⟨10.1007/s10578-021-01182-x⟩ Child Psychiatry and Human Development, 2021, ⟨10.1007/s10578-021-01182-x⟩ |
| ISSN: | 0009-398X 1573-3327 |
| DOI: | 10.1007/s10578-021-01182-x⟩ |
| Popis: | Few measuring scales seem to evaluate Mindfulness and emotion regulation in school aged children. This article aims to present four studies describing the construction and validation of two French measuring scales for children: French Emotion Regulation Scale for Children (FERS-C) and Mindfulness Scale for Children French version (MSC-F). We discuss the elaboration and choice of the items for each measure, examine their phrasing and comprehensibility from the children's standpoint. The main sample consisted of 421 non-clinical, 6 to 12 years old children, who consented to fill out the measuring scales in order to test the factor structure. Additionally, we assessed and confirmed temporal stability and determined convergent validity. Results support that both scales appear to be reliable emotion regulation and mindfulness measures for school aged children. Results also reveal a relevant factor structure for both measures. The results of these studies support that the two scales are appropriate and useful measures of mindfulness and emotion regulation capacities for school aged children. In conclusion, we call for further research to improve and develop measures assessing child mindfulness skills in both clinical and research contexts. |
| Databáze: | OpenAIRE |
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