Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age.
J Intell
; 12(9)2024 Sep 03.
Article
em En
| MEDLINE
| ID: mdl-39330465
ABSTRACT
The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the Spanish version of the Difficulties in Emotional Regulation Scale (DERS-E). A confirmatory factor analysis was carried out to evaluate the structure of the theoretical model, along with the convergent, discriminant, and internal consistency of the instrument. Additionally, a measurement invariance analysis was performed to identify possible differences between demographic groups, which is crucial to ensure that comparisons between these groups are valid and unbiased. The results indicated that the theoretical model presents a good fit to the data and confirms the validity and reliability of the DERS-E. Scalar invariance was achieved among the analyzed groups. We found significant differences in emotional dysregulation between men and women, which also varied by teacher age. The importance of understanding the specific needs of teachers in terms of their emotional regulation is discussed and the urgency of implementing training programs that improve their emotional skills, fostering a positive and effective learning environment, is highlighted.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
País/Região como assunto:
America do sul
/
Chile
Idioma:
En
Revista:
J Intell
Ano de publicação:
2024
Tipo de documento:
Article
País de afiliação:
Chile
País de publicação:
Suíça