Integrating existing models of emotional expressivity, the 3-level hierarchical model contains a general factor of emotional expressivity vs. inexpressivity at the highest level; relatively independent factors of positive and negative expressivity at the second-order level; and discrete expressivity factors of sadness, hostility, guilt/shame, fear, joviality, confidence and amusement at the lowest level. The bottom-up analytic strategy consisted of identifying first the structure of the discrete affects; subsequent second-order factor analyses supported the existence of the higher order factors. The Iowa Scales of Emotional Expressivity (ISEE)--a hierarchical set of scales--systematically incorporate the level of abstraction of the items to assess each level of the hierarchy. Structural analyses replicated across college student (N = 387) and young adult (N = 344) samples with strong comparability coefficients. Striking differences existed in comparisons of the nomological relations of the general factor level vs. second-order level--Positive and Negative Expressivity demonstrated differential relations with Extraversion and Neuroticism and incremental predictive validity beyond Positive and Negative Affect, respectively. The ISEE demonstrated convergent and discriminant validity with existing scales and through multi-trait multi-method analyses of self-other agreement and test-retest data. Although test-retest correlations were less than optimal, the ISEE improve upon existing measures of emotional expressivity by extending the assessment to the discrete affect level and by creating Positive and Negative Expressivity scales with improved discriminant validity and clearer differential relations.

En la presente investigación se buscó establecer una relación entre la regulación emocional y la expresividad emocional, así como realizar correlaciones y comparaciones entre las variables de estudio y demográficas. Para ello, se evaluaron a 163 docentes del género femenino, tanto profesoras como auxiliares, con una media de 33 años de edad, que ejercían en diez diferentes jardines de educación inicial privados de Lima. Se utilizó el Cuestionario de Autorregulación Emocional (ERQ-P), el cual mide dos estrategias, la reevaluación cognitiva y la supresión emocional. Además, se aplicó el Cuestionario de Expresividad de Berkeley (BEQ) para medir la expresividad emocional, que abarca la expresión de emociones positivas, negativas y la fuerza del impulso. Se comprobó que sí existe una relación significativa entre la reevaluación cognitiva y la expresividad positiva, demostrando así la hipótesis principal. Además, se encontró una correlación negativa entre dicha estrategia y la edad de los niños a cargo, así como también se hallaron diferencias significativas al realizar comparaciones entre la muestra, obteniendo que el grupo de las docentes que son madres, y las del cargo de profesoras, expresan más emociones positivas. Es de gran valor el rol de las docentes para el aprendizaje de la regulación y la expresión emocional en los niños, resultando necesario que las mismas logren regularse adecuadamente, ya que cumplen de modelos en dicho aprendizaje observacional. Finalmente, se señalan las limitaciones del estudio, como lo fue descartar la supresión por baja confiabilidad, y las implicancias prácticas en la labor y formación docente. / The present investigation intended to establish a relation between emotion regulation and emotional expressivity in private Pre-School teachers and helpers of Lima, as well as correlate and compare the study and demographic variables. Therefore, 163 female teachers and helpers from ten different Pre-Schools were measured, and the mean age was 33 years old. There are two main regulation strategies, cognitive reappraisal and emotional suppression. On the other hand, emotional expressivity covers positive expressivity, negative expressivity, and impulse strength. These variables were measured with the Emotion Regulation Questionnaire and the Berkeley Expressivity Questionnaire. Results showed that cognitive reappraisal correlated positively with positive expressivity, demonstrating the main hypothesis. Also, this strategy correlated negatively with children’s age, and as of the comparisons, there were significant differences between teachers and helpers, and between mothers and non-mothers, regarding positive expressivity. Since teachers and helpers play the valuable part of being models in children’s learning process of regulation skills, it is crucial they manage to regulate their own emotions adequately, given its impact on their socioemotional development. At last, limitations and future implications are mentioned, so as the removal of emotional suppression due to low reliability, and the practical implications of this study regards the work, training and education of teachers and helpers. / Tesis