Evaluation of the Psychometric Properties of a Scale for Emotional Regulation in Academic Activities
Magaly Cardenas-Rodriguez
,
Luz Marina Mendez-Hinojosa
,
Monica Azucena Castillo-de-Leon
,
Jesus Enrique Esquivel-Cruz
,
Cesar Alejandro Ortiz-Paez
This study arises from the need to scientifically investigate how university students deal with their emotions in school situations. Therefore, the ob.
- Pub. date: April 15, 2024
- Pages: 665-677
- 277 Downloads
- 741 Views
- 0 Citations
This study arises from the need to scientifically investigate how university students deal with their emotions in school situations. Therefore, the objective was to develop an instrument that measured university students' level of emotional regulation during academic activities and evaluate its validity and reliability. After a thorough literature review of the definitions of the constructs, the Emotional Regulation Scale in Academic Activities (ERAAS) was developed. The first version of ERAAS consisted of 18 Likert-type items. A total of 1975 university students in various departments responded to the instrument. Two groups of experts evaluated its content validity. Validity and reliability analysis was performed. According to the EFA, three factors were found: emotional regulation, psychologic inadequate emotional regulation, and physiological insufficient emotional regulation. The final version of the scale consisted of 11 items, the validity and reliability of which could be demonstrated for further research purposes.
Keywords: Emotional regulation, emotions, inventory, self-control.
References
Andres, M. L., Stelzer, F., Vernucci, S., Juric, L. C., Galli, J. I., & Navarro Guzman, J. I. (2017). Regulacion emocional y habilidades academicas: Relacion en niños de 9 a 11 años de edad [Emotional regulation and academic skills: Relationship in children of 9 to 11 years old]. Suma Psicológica, 24(2), 79-86. https://doi.org/10.1016/j.sumpsi.2017.07.001
Begoña Ibañez, M., Paul, F., & Mustaca, A. (2018). Intolerancia a la frustración y regulacion emocional en adolescentes [Frustration intolerance and emotional regulation in adolescents]. Conciencia EPG, 3(2), 12-33. https://doi.org/10.32654/CONCIENCIAEPG.3-2.2
Betegón, E., Rodríguez-Medina, J., del-Valle, M., & Irurtia, M. J. (2022). Emotion regulation in adolescents: Evidence of the validity and factor structure of the Cognitive Emotion Regulation Questionnaire (CERQ). International Journal of Environmental Research and Public Health, 19(6), Article 3602. https://doi.org/10.3390/ijerph19063602
Bjureberg, J., Ljótsson, B., Tull, M. T., Hedman, E., Sahlin, H., Lundh, L.-G., Bjärehed, J., DiLillo, D., Messman-Moore, T., Gumpert, C. H., & Gratz, K. L. (2016). Difficulties in emotion regulation scale-16 (DERS-16, DERS) [Database record]. American Psychological Association PsycTests. https://doi.org/10.1037/t57299-000
Bollen, K. A. (1998). Structural equation models. John Wiley & Sons, Ltd.
Burić, I., Sorić, I., & Penezić, Z. (2016). Emotion regulation in academic domain: Development and validation of the Academic Emotion Regulation Questionnaire (AERQ). Personality and Individual Differences, 96, 138–147. https://doi.org/10.1016/j.paid.2016.02.074
Byrne, B. M. (2016). Structural equation modelling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge. https://doi.org/10.4324/9781315757421
Carmines, E. G., & McIver, J. P. (1981). Analyzing models with unobserved variables: Analysis of covariance structures. In G. W. Bohrnstedt, & E. F. Borgatta (Eds.), Social measurement: Current issues (pp. 65-115). Sage Publications, Inc.
Carretero-Dios, H., & Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. [Standards for the development and review of instrumental studies]. International Journal of Clinical and Health Psychology, 5(3), 521-551.
Castellano, E., Muñoz-Navarro, R., Toledo, M. S., Spontón, C., & Medrano, L. A. (2019). Cognitive processes of emotional regulation, burnout and work engagement. Psicothema, 31(1), 73-80. https://doi.org/10.7334/psicothema2018.228
Chacón-Cuberos, R., Olmedo-Moreno, E. M., Lara-Sánchez, A. J., Zurita-Ortega, F., & Castro-Sánchez, M. (2019). Basic psychological needs, emotional regulation and academic stress in university students: A structural model according to branch of knowledge. Studies in Higher Education, 46(7), 1421-1435. https://doi.org/10.1080/03075079.2019.1686610
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. https://doi.org/10.1007/BF02310555
Del Valle, M., Betegon, E., & Irurtia, M. J. (2019). Efecto del uso de estrategias cognitivas de regulación emocional sobre la ansiedad en adolescentes españoles [Effect of the use of emotional regulation cognitive strategies on anxiety in spanish adolescents]. Suma Psicológica 25(2), 102-112. https://doi.org/10.14349/sumapsi.2018.v25.n2.7
De Vellis, R. F. (2003). Scale sevelopmet. Theory and applications (2nd. ed.). Sage publications.
Dominguez-Lara, S. A. (2018). Agotamiento emocional académico en estudiantes universitarios: ¿Cuánto influyen las estrategias cognitivas de regulación emocional? [How influential are cognitive strategies for emotional regulation?]. Educación Médica, 19(2), 96-103 https://doi.org/10.1016/j.edumed.2016.11.010
Edwards, A. L. (1983). Techniques of attitude scale construction. Media Inc.
Engelmann, P., & Bannert, M. (2019). Fostering students’ emotion regulation during learning: Design and effects of a computer-based video training. International Journal of Emotional Education, 11(2), 3-16.
Fernández-Ríos, L., & Vilariño Vázquez, M. (2018). Historia, investigación y discurso de la psicología positiva: Un abordaje crítico [History, investigation and discourse of positive psychology: A critical approach]. Terapia Psicologica, 36(2), 123-133. https://acortar.link/wvdhDu
Greenberg, A. L., Sullins, V. F., Donahue, T. R., Sundaram, V. M., Saldinger, P. F., Divino, C. M., Anton, N. E., Stefanidis, D., Reilly, L. M., Egan, R. J., Beals, C. K. J., Riall, T. S., Duh, Q.-Y., Mukhtar, R. A., Hirose, K., & Lebares, C. C. (2022). Emotional regulation in surgery: Fostering well-being, performance, and leadership. Journal Of Surgical Research 277, 25-35. https://doi.org/10.1016/j.jss.2022.02.032
Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281–291. https://doi.org/10.1017/s0048577201393198
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Prentice-Hall, Inc.
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53-60. https://doi.org/10.21427/D7CF7R
Hu, L.-T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
Jackson, D. L., Gillaspy, J. A., Jr., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23. https://doi.org/10.1037/a0014694
Jiménez, M. G., Izal, M., & Montorio, I. (2016). Programa para la mejora del bienestar de las personas mayores. Estudio piloto basado en la psicología positiva. [Program to improve the well-being of the elderly. Pilot study based on positive psychology]. Suma Psicológica, 23(1), 51-59. https://doi.org/10.1016/j.sumpsi.2016.03.001
Kenny, D. A. (2020, June 5). Measuring model fit. http://www.davidakenny.net/cm/fit.htm
Kobylinska, D., & Kusev, P. (2019). Flexible emotion regulation: How situational demands and individual differences influence the effectiveness of regulatory strategies. Frontiers in Psychology, 10, Article 72. https://doi.org/10.3389/fpsyg.2019.00072
MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99. https://doi.org/10.1037/1082-989X.4.1.84
McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1-9. http://doi.org/10.1037/emo0000703
Montero, I., & León, O. G. (2002). Clasificación y descripción de las metodologías de investigación en psicología. [Classification and description of research methodologies in psychology]. International Journal of Clinical and Health Psychology, 2(3), 503-508. https://www.redalyc.org/pdf/337/33720308.pdf
Moss, S. (2016). Fit indices for structural equation modeling. SICOTESTS. https://acortar.link/rP3LqZ
Nadeem, A., Umer, F., & Anwar, M. J. (2023). Emotion regulation as predictor of academic performance in university students. Journal of Professional and Applied Psychology, 4(1), 20-33. https://doi.org/10.52053/jpap.v4i1.157
Newsom, J. T. (2023). Some clarifications and recommendations on fit indices. https://web.pdx.edu/~newsomj/semclass/ho_fit.pdf
Pascual Jimeno, A., & Conejero López, S. (2019). Regulación emocional y afrontamiento: Aproximación conceptual y estrategias. [Emotional regulation and coping: Conceptual approach and strategies]. Revista Mexicana de Psicología, 36(1), 74-83. https://www.redalyc.org/articulo.oa?id=243058940007
Santander Trigo, S., Gaeta González, M. L., & Martínez-Otero Pérez, V. (2020). Impacto de la regulación emocional en el aula: Un estudio con profesores españoles. [Impact of emotional regulation in the classroom: A study with spanish teachers]. Revista Interuniversitaria de Formación del Profesorado, 34(2), 225-246. https://doi.org/10.47553/rifop.v34i2.77695
Schlegel, K., & Scherer, K. R. (2016). Introducing a short version of the Geneva Emotion Recognition Test (GERT-S): Psychometric properties and construct validation. Behavior Research Methods, 48, 1383–1392. https://doi.org/10.3758/s13428-015-0646-4
Schunk, F., Zeh, F., & Trommsdorff, G. (2022). Cybervictimization and well-being among adolescents during the COVID-19 pandemic: The mediating roles of emotional self-efficacy and emotion regulation. Computers in Human Behavior, 126, Article 107035. https://doi.org/10.1016/j.chb.2021.107035
Simons, J. S., & Gaher, R. M. (2005). The distress tolerance scale: Development and validation of a self-report measure. Motivation and Emotion, 29, 83–102. https://doi.org/10.1007/s11031-005-7955-3
Statistics How To. (n.d.). Index of fit / fit indices: Simple definitions for popular measures. https://www.statisticshowto.com/index-of-fit/
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2-3), 25–52. https://doi.org/10.1111/j.1540-5834.1994.tb01276.x
Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6