کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
7250071 1472022 2016 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ)
موضوعات مرتبط
علوم زیستی و بیوفناوری علم عصب شناسی علوم اعصاب رفتاری
پیش نمایش صفحه اول مقاله
Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ)
چکیده انگلیسی
Educational settings provide a great source of diverse emotions which need to be regulated. To examine the complex relations between emotional, cognitive and motivational aspects of learning, appropriate measures of emotion regulation in an academic context are mandatory. Thus, the aim of this research was to develop a psychometrically sound and contextually specific multidimensional self-report instrument aimed at assessing the specific emotion regulation strategies that students predominantly implement in various academic situations. Based on the theoretical assumptions of the process model of emotion regulation and a series of four empirical studies conducted on separate samples of high-school and university students (N1 = 20, N2 = 1030, N3 = 359 and N4 = 230), by combining both qualitative and quantitative data, the Academic Emotion Regulation Questionnaire (AERQ) was designed. The instrument contains 8 scales, each measuring a separate emotion regulation strategy: avoiding situations, developing competences, redirecting attention, reappraisal, suppression, respiration, venting, and seeking social support. All scales had adequate psychometric characteristics and were meaningfully related to the external variables examined (i.e. gender, cognitive appraisals, achievement emotions, academic achievement and goal orientations).
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Personality and Individual Differences - Volume 96, July 2016, Pages 138-147
نویسندگان
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