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Updated: Feb 19, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
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子どもの自己報告と感情的知能と不安に対する教師の評価の違い: クロスインフォマント研究

Marco Andrea Piombo1, Sabina La Grutta1, Maria Stella Epifanio1

  • 1Department of Psychology, Educational Science, and Human Movement, University of Palermo, Italy.

Acta psychologica
|February 17, 2026
PubMed
まとめ

教師は子どもの感情的知能を過大評価し,不安を過小評価することがあります. 自己報告と教師の評価を統合することで,社会情緒的幸福度のより明確な見方をすることができます.

キーワード:
アカデミック・アchievement アカデミック・アchievement アカデミック・アchievement アカデミック・アchievement アカデミック・アchievement不安,不安,不安が原因となっている.クロスインフォマントのクロスインフォマント小学校は小学校です.セルフ・レポート教師の評価についてです.感情的知能の特徴 感情的知能の特徴 感情的知能の特徴

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