Kindliche Selbst- und elterliche Ko-Regulation parallel erfassen : Der IMMA 1 – 6 (IMpuls-MAnagement) Fragebogen für 1- bis 6-Jährige

Abstract

Zusammenfassung. Im Umgang mit eigenen Impulsen sind Kinder zunächst auf ihre Bezugspersonen angewiesen, lernen aber schon bald, sich auch selbst zu regulieren. Im Artikel wird diskutiert, welche Faktoren dieses Entwicklungsgeschehen beeinflussen. Dabei ist es wichtig, das Verhalten von Eltern und Kindern parallel in den Blick zu nehmen. Wir stellen einen neuen Fragebogen zur Erfassung des IMpuls- MAnagements zwischen Bezugsperson und Kind vor, der für 1- bis 6-Jährige konzipiert wurde (IMMA 1 – 6). Hier macht die Bezugsperson Angaben über ihre Vorstellungen und Ziele zur kindlichen Selbstregulation ( n = 16 Items), das selbstregulative Verhalten des Kindes ( n = 42 Items) sowie das eigene Erziehungsverhalten ( n = 55 Items) beim kindlichen Umgang mit Ziel-Frustration, Verboten und Erwartungen. Eine testtheoretische Überprüfung des Instrumentes an N = 270 Eltern-Kind Dyaden lieferte ermutigende Befunde: Sie dokumentiert gute Skalen- bzw. Item-Kennwerte. Implikationen für Forschung und Praxis werden diskutiert.

Parallel Assessment of Children’s Self-Regulation and Caregivers’ Coregulation: The IMMA (IMpulse-MAnagement) Questionnaire for

1 – 6-Year-Olds

Abstract. Whereas newborns largely depend upon their caregivers when trying to regulate their inner states, parental coregulation gradually decreases until school age. Existing work reveals that social-interactive processes influence this development, thus pointing to the need for a better understanding of the interplay between parental coregulation and children’s self-regulation throughout early childhood. Diagnostic instruments assessing the behavior of both parties in everyday situations are still missing, however. IMMA ( IMpulse- MAnagement) 1 – 6, a new questionnaire to measure impulse management in the caregiver–child dyad (child age: 1 – 6 years) provides an exception. This inventory consists of three main parts: In Part 1, caregivers take the age of the given child as reference point for evaluating beliefs and goals regarding self-regulation skills when children (a) fail to achieve a self-set goal, (b) need to respond to external demands, and (c) face prohibitions. In Part 2, caregivers describe typical responses of the child handling the aforementioned situations (a–c). In Part 3, caregivers report their own responses to the child’s behavior. Using data from 270 caregiver–child dyads, we tested the psychometric quality of IMMA 1 – 6. Findings largely replicated the factor structure documented for the original IMMA 1 – 6 version: For Part 1 ( n = 16 items), we identified three main factors: caregivers’ beliefs and goals regarding children’s responses when dealing with situations involving (a) goal frustration, (b) external demands, and (c) external prohibitions. For Part 2 ( n = 42 items), we found eight factors: Referring to situations of type (a), we found (1) endurance, and (2) expression of negative emotions / aggression. Six factors refer to situations of type (b) and/or (c) describing the child’s response to external demand and prohibitions as follows: (1) immediate acceptance, (2) attempts to negotiate, (3) obedience following verbal pressure to meet external demands and (4) to respect prohibitions, (5) evasiveness/ignorance, (6) and obedience in the light of physical pressure. For Part 3 ( n = 55 items), we identified seven factors: Two involve caregivers’ use of positive reinforcement: (1) rewarding, and (2) praising. Two factors describe attempts to consider the child’s will: (3) giving in and (4) negotiating/discussing. Another two factors target attempts to change of the child’s mental state: (5) distraction and (6) call for self-regulation; one factor aims at the forced implementation of the caregivers’ will: (7) negative pressure. All scales reveal very good internal consistencies and item characteristics as well as plausible inter-correlations. In sum, IMMA 1 – 6 provides a promising new instrument for assess coregulation and self-regulation in the caregiver–child dyad. Its potential use for research as well as for practical applications is discussed.