文章基本信息

标题：Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument
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作者：Vanessa Hanin ; Jacques Grégoire ; Moïra Mikolajczak 等
期刊名称：Psychology
印刷版ISSN：2152-7180
电子版ISSN：2152-7199
出版年度：2017
卷号：08
期号：13
页码：2240-2275
DOI：10.4236/psych.2017.813143
语种：English
出版社：Scientific Research Publishing
摘要：This article introduces the development and validation of a self-report questionnaire: the Children’s Emotion Regulation scale in Mathematics (CERS-M). Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six-factor model (emotion expression, task utility self-persuasion, help-seeking, negative self-talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test-retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS-M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE-questionnaire; e) preliminary evidence of criterion validity, with CERS-M scores predicting math anxiety, and to a lesser extent, students’ performance; f) preliminary evidence of incremental validity, with the CERS-M predicting math anxiety and performance over and above emotion regulation measured by the COPE-questionnaire. Findings constitute encouraging preliminary psychometric characteristics in favor of the use of the CERS-M.
关键词：Scale Development;Emotion Regulation;Evidence of Validity and Reliability;Mathematics Problem-Solving;Upper Elementary Students