Multiple Relationships Between Regulatory Profiles, Mentalization, and Emotional Regulation in Primary Education Teachers

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Empowerment, Efficacy, Education: Validating Educator SEL (Table 9)

Abstract

In this study, we have been interested in exploring factors that help us to improve the processes of emotional regulation in primary school students. A design is made in which 161 tutors of Primary Education are trained to improve the mentalization processes with their children and this is transferred to the classroom. In a first pretest, the learning regulation patterns of these tutors are identified and related to their initial indicators of mentalization and emotional regulation. The results show that scores in self-regulation of learning are related to better indicators of mentalization and emotional regulation. On the contrary, a profile of lack of regulation is related to worse indicators of mentalization and emotional regulation.

Authors

• J. Reinaldo Martinez-Fernandez, Universitat Autonoma De Barcelona

• Anna Ciraso Cali, Universitat Autònoma de Barcelona

• Sergi Ballespi-Sola, Autonomous University of Barcelona