Fatemeh Zadehmohamadi; Ali Fathi-Ashtiani
Abstract
Academic environments are characterized by high levels of emotion. In an emotion-driven environment where emotions are related to other factors affecting academic performance, emotion regulation is essential. Therefore, it is essential to develop an instrument to evaluate emotion regulation strategies ...
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Academic environments are characterized by high levels of emotion. In an emotion-driven environment where emotions are related to other factors affecting academic performance, emotion regulation is essential. Therefore, it is essential to develop an instrument to evaluate emotion regulation strategies for students to employ in academic environment; hence, this study aims to analyze the psychometric features and factor structure of Persian version of Academic Emotion Regulation Questionnaire (AERQ) to evaluate emotion regulation strategies of university students. This study was descriptive and correlational studies. The research method was descriptive of correlation type. The statistical population consisted of all university students of Tehran universities. A total of 250 university students were selected as sample members by available sampling method. The Academic Emotion Regulation Questionnaire (Burić et al., 2016) was implemented along with the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008). After excluding incomplete questionnaires and outliers 219 questionnaires remained. The questionnaire reliability was measured through Cronbach’s alpha for internal consistency and the retest method. The confirmatory factor analysis and criterion validity were employed to analyze the questionnaire validity and standard scores for each range of scores were reported. All eight components of the original version were confirmed in the factor analysis. In the criterion validity, the variance explained by AERQ components was significant. Consisting of 37 items and 8 components, the Persian version of the AERQ has acceptable reliability and validity and can be utilized for research purposes.
Anahita Mehrpour; Massoud Hosseinchari; Fateme Kamali
Abstract
Emotions are vital phenomenons in each organism and regulating those emotions is an important issue for mental health and well-being. In another hand, human beliefs affect his life and this point of view make “Self-efficacy” an important construct. Considering the great importance of self-efficacy ...
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Emotions are vital phenomenons in each organism and regulating those emotions is an important issue for mental health and well-being. In another hand, human beliefs affect his life and this point of view make “Self-efficacy” an important construct. Considering the great importance of self-efficacy beliefs in emotion regulation across students’ life span, the present study was aimed to investigate the psychometric properties of the Regulatory Emotional Self-efficacy Scale (RESE) which was designed by Bandura & colleqgues. Participants were 291 high-school students in Shiraz. They were selected based on stratified-cluster sampling. 160 girls and 130 boys filled the ERAS. To investigate the construct validity of the questionnaire exploratory factor analysis with Varimax rotation was performed using SPSS (V. 20). Measures of sampling adequacy were satisfying. EFA revealed two factors, perceived self-efficacy in managing negative emotions & perceived self-efficacy in expressing positive emotions which explain 36 percent of variance. In addition, the obtained Chronbach’s alpha was 0.70 and it was revealed that RESE is reliable to be used in Iran. For second order factor analysis, confirmatory factor analysis was performed using AMOS. The results indicated two subscales of regulating negative emotions factor and it was the same with the source model. In general, the results revealed that regulatory emotional self-efficacy scale is a reliable and valid measure to be used for Iranian high-school students and it can be use for clinical and research purposes.
