Evidence for validity, reliability and measurement invariance of the emotion regulation questionnaire for children and adolescents (ERQ-CA) in secondary students from Chile

Villacura-Herrera, César; Gaete, Jorge; Andaur, Javiera; Meza, Daniela; Robinson, Jo; Núñez, Daniel

doi:10.1007/s12144-022-03833-1

Cited by 3 publications

(2 citation statements)

References 58 publications

(86 reference statements)

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“…We used the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) [ 28 ], Spanish version [ 29 , 30 ]. It is a 10-item scale with Likert responses ranging from 1 (totally disagree) to 5 (absolutely agree) that assesses two major dimensions: cognitive reappraisal (CR, six items) and expressive suppression (ES, five items) (ES, four items).…”

Section: Methodsmentioning

confidence: 99%

Initial validation of the Multidimensional Adolescent Functioning Scale (MAFS) in Spanish-speaking students from Chilean secondary schools

Núñez¹,

Villacura-Herrera²,

Gaete³

et al. 2023

Health Qual Life Outcomes

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Introduction Psychosocial functioning is closely associated with psychopathology and wellbeing in different populations, particularly adolescents. Despite its relevance, measures assessing psychosocial functioning in healthy adolescents are scant as most focus on adults or clinical populations. We evaluated the psychometric properties of the Multidimensional Adolescent Functioning Scale (MAFS), a self-report questionnaire created to assess three dimensions of psychosocial functioning (‘general functioning’, ‘family-related functioning’, and ‘peer-related functioning’) in adolescents from the general population. Methods After translation and cultural adaptation, we administered the Spanish MAFS to 619 adolescents aged 14 to 19. We assessed the factor structure, internal consistency, and associations with depressive symptoms, suicidal ideation, cognitive-behavioral skills, cognitive reappraisal (CR), and expressive suppression (ES). We additionally tested for measurement invariance based on biological sex. Results The original three-factor structure showed the best fit. Internal consistency was good for the total scale (ω = 0.874; α = 0.869; GLB = 0.939, rM=0.216) and for all subscales (ω = 0.806-0.839; α = 0.769 to 0.812; GLB = 0.861-0.873). Correlations between all three MAFS subscales were significant, ranging between 0.291 and 0.554. All MAFS subscales correlated positively and significantly with cognitive-behavioral skills and adaptive regulatory strategies and negatively with depressive symptoms and suicidal ideation. Conclusion The Spanish MAFS translation is a valid and reliable self-report measure to assess three domains of psychosocial functioning in adolescents aged 14–19 from the general population.

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Section: Methodsmentioning

confidence: 99%

Initial validation of the Multidimensional Adolescent Functioning Scale (MAFS) in Spanish-speaking students from Chilean secondary schools

Núñez¹,

Villacura-Herrera²,

Gaete³

et al. 2023

Health Qual Life Outcomes

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“…The ERQ-CA is a 10-item self-report scale assessing two emotional regulation styles: Cognitive Reappraisal (CR), which consists of rede ning a potential emotion-eliciting situation in such a way that its emotional impact is changed; Expressive Suppression (ES), which consists of the inhibition of ongoing emotionexpressive behavior. It has been validated in adolescents from Chile (45). The CBT-SQ is a 16-item scale assessing two skills: cognitive restructuring (CR) and behavioral activation (BA) (i.e., changes in avoidance/behavioral control and changes in cognitive style).…”

Section: Outcome Measuresmentioning

confidence: 99%

Reframe-IT+, an indicated preventive school-based intervention, reduces suicidal ideation among adolescents in vulnerable contexts in Chile.

Gaete,

Nuñez,

Meza

et al. 2024

Preprint

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Background Suicide prevention programs delivered in school settings have been shown to reduce suicide attempts and ideation among adolescents. School-based digital interventions targeting at-risk youth are a promising avenue for suicide prevention, and some evidence has shown that blending digital and face-to-face components may improve the effectiveness. However, further evidence is needed, especially in Latin America, where mental health support is limited. We tested the effectiveness of the Reframe-IT+, a blended cognitive behavioral indicated intervention to reduce suicidal ideation, designed to be delivered in school settings. It includes 12 sessions, combining eight internet-based sessions and four face-to-face sessions. Methods We conducted a cluster RCT and delivered the Reframet IT+ among secondary students attending Years 9-11. We recruited 21 schools that were randomized into two groups: 1) Intervention Reframe-IT+ Group (IG) (n=863) and 2) Control Group (CG) (n=683). All consented students completed online screening self-reported questionnaires at baseline. The primary and secondary outcomes were suicidal ideation and depressive symptoms. Additionally, we tested the impact of the intervention on anxiety symptoms, hopelessness, and emotion regulatory strategies, including social solving-problems skills, behavioral activation, cognitive reappraisal, and emotion suppression. A total of 303 students (IG, n=164; CG, n=139) were identified as at risk and eligible for inclusion in the study. From those, 224 students (IG, n=123; CG, n=101) and their caregivers were interviewed to confirm inclusion and exclusion criteria. Finally, 48 and 47 students were allocated to control and intervention groups, respectively, and answered the online questionnaires at post-intervention. We performed an intention-to-treat analysis using repetitive measures and multilevel regression analyses. Results We found a significant reduction in suicidal ideation (b=-6.7, p=0.015, Cohen´s d=0.49), depressive (b=-3.1, p=0.002, Cohen´s d=0.81) and anxiety (b=-2.60, p<0.001, Cohen´s d=0.72) symptoms, and hopelessness (b=-3.7, p<0.001, Cohen´s d=0.70) in the intervention group compared to the control group at post-intervention. We also found improvement in solving-problems skills (b=-1.6, p=0.002, Cohen´s d=0.58), behavioral activation (b=2.8, p=0.019, Cohen´s d=0.47), and cognitive reappraisal (b=2.2, p=0.029, Cohen´s d=0.53). In the exploration of the intervention mechanisms concerning suicidal ideation, the total indirect effect of the intervention (b = -5.727923; p = 0.008) was significant, whereas the direct effect (b = -.03195473, p = 0.903) was not significant (Table 1). Problem-solving skill (b=-2.84, p=0.016) was a significant mediator of intervention effects on suicidal ideation (Path a*b). Conclusions This is the first clustered RCT evaluation of the effectiveness of a blended indicated intervention to prevent suicidality in school settings in Latin America. This is the first step to informing policymakers to scale up an effective intervention for an important public health problem. Trial registration: Clinical Trials NCT05229302. Registered on January 27th, 2022.

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Psychometric assessment of the Suicidal Ideation Questionnaire Junior: A two-study validation in Spanish-speaking adolescents

Núñez,

Villacura-Herrera,

Gaete

et al. 2023

Curr Psychol

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Evidence for validity, reliability and measurement invariance of the emotion regulation questionnaire for children and adolescents (ERQ-CA) in secondary students from Chile

Cited by 3 publications

References 58 publications

Initial validation of the Multidimensional Adolescent Functioning Scale (MAFS) in Spanish-speaking students from Chilean secondary schools

Initial validation of the Multidimensional Adolescent Functioning Scale (MAFS) in Spanish-speaking students from Chilean secondary schools

Reframe-IT+, an indicated preventive school-based intervention, reduces suicidal ideation among adolescents in vulnerable contexts in Chile.

Psychometric assessment of the Suicidal Ideation Questionnaire Junior: A two-study validation in Spanish-speaking adolescents

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