Initial psychometric studies of the Emotional Self-Regulation Scale: Adult and child-youth versions

Abstract

Emotional self-regulation is the ability to moderate attention and behaviors from different circumstances and events, and is associated to the healthy human adaptation. The present study sought for validity evidences based on the internalstructure of the Adult and the Child-Youth Emotional Self-Regulation Scale and their reliability indices. The adult version was answered by 802 adults and the child-youth one was answered by 600 children and adolescents. The four-factorsolution was the most adequate in both versions. The externalization of aggression (adult version) and experience evaluation (children’s version) factors, and three other factors (appropriate coping strategies, pessimism and paralysis) were foundwith similar nomenclatures in the two scales. The reliability indices ranged between 0.69 and 0.98 (adult version) and 0.91 and 0.95 (child-youth version). In both versions, the factorial loads were higher than 0.50, explaining 62.7% (adultversion) and 64.2% (child version) of the total variance. The results are discussed in the light of the existing literature.

Validity evidence studies of the Regulatory Emotional Self-Efficacy Scale in Brazil

“…Even so, both of them measured self-efficacy for emotion regulation, which is the broad construct. The variation occurred in the tested emotions, and the authors´ justification for the different versions of the instrument was the relevance of testing the belief in the capacity of regulating distinct emotions among the positive and negative ones (Bassi et al, 2018;Noronha et al, 2019;Wang et al, 2018). In the performed studies the authors tested different negative and positive emotions, in a way that despondency, discouragement, anger, anger, sadness, fear, shame, guilt, joy, contentment and satisfaction were investigated in Italian, German, North American, Bolivian, and now Brazilian students.…”

Uso de los dispositivos móviles en educación superior: relación con el rendimiento académico y la autorregulación del aprendizaje

“…Para la elaboración de los ítems de cada dimensión se tomaron como referencia instrumentos estandarizados: para RA se basó en el Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al, 1993); para uso del dispositivo móvil fueron extraídos del Health Information Technology Usability Evaluation Scale (Health-ITUES) (Schnall, Cho y Liu, 2018) y Cuestionario sobre Percepciones y Actitudes hacia el Aprendizaje Móvil (CPAAM) (Seifert, Hervás-Gómez y Toledo-Morales, 2019); y para AUTO se utilizaron la Self-Regulation Scale (SRS) (Luszczynska et al, 2004) y la Emotional Self-Regulation (SR) (Porto, Nunes y Viana, 2019). En consideración, se optó por la confección de un instrumento propio debido a que los distintos instrumentos por sí solos no recogían los datos que buscaba el objetivo del estudio.…”

Depressão, ansiedade, autorregulação emocional, percepção do suporte social e familiar em escolares

“…O estudo dispôs de diferentes escalas para efetuar a coleta de dados junto aos participantes, além de um questionário sociodemográfico. Destarte, para mensurar a autorregulação emocional dos alunos, aplicou-se a Escala de Autorregulação Emocional para crianças e adolescentes -EARE-IJ 26 . A EARE-IJ tem 28 itens distribuídos entre as dimensões: Paralisação/Incompreensão, Pessimismo/Negativismo/Visão pessimista do futuro, Estratégias de Enfrentamento e Avaliação da Experiência.…”