The Emotion Regulation Questionnaire is designed to assess individual differences in the habitual use of two emotion regulation strategies: cognitive reappraisal and expressive suppression. Implications for future research are discussed. Second, although there was a modest representation of different. Interpersonal emotion regulation as a mech-, Monographs of the Society for Research in Child. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The AES is a French self-report questionnaire assessing six emotions in the context of school learning: enjoyment, hope, pride, anxiety, shame and frustration. In order to compare the scores Independent Samples t-test was conducted. The CFA was, conducted with a latent variable analyses software in R, (Lavaan) using maximum likelihood estimation (Rosseel, poorly, as the presence of substantial cross-loadings, decreased the number of items unique to each factor, Therefore, these items were eliminated, and an additional, EFA was conducted, which indicated a four-factor struc-, ture. Factor loadings were greater than 0.4 and were accepted as per Field (2000) and reliability of each factor ascertained by Cronbach's alpha was 0.75, indicating acceptable reliability. It furthermore will present interventions which aim enhancing resilience in the educational context. B. The participants were 1.494 Portuguese students from the sixth and eighth grades who were asked about their perceptions of teacher and peer support and their achievement, As students progress in schooling they face new challenges which can impact on the emotions they feel in the educational context. The first author resolved any, disagreements about item inclusion and language, and, reviewed and edited the final list of items. Lakey, B., Orehek, E., Hain, K. L., & Van Vleet, M. (2010). Tal como a versão original, o AEQ-ES-P mede o prazer, o aborrecimento e a ansiedade dos alunos em relação à matemática em três contextos académicos: assistir a aulas, fazer os trabalhos de casa e fazer testes. Results of the second EFA indicated that factor loadings. The results of the research show that most of the stories related to negative emotions. Participants respond to each item using a 7-point Likert scale ranging from 1 … To avoid a valence artifact (i.e., all negative, items tend to load on the same scale when combined with, positive items), we re-ran the EFA with only negat, emotion items (81 total items). Accordingly, there is clearly a need in education to showcase the range of work in a way that recognizes contributions that are “snapshots” and those characterized as presenting a “global picture.” This volume will be unique in the field, and international in scope. Preliminary findings suggest that the DERS has high internal consistency, good test–retest reliability, and adequate construct and predictive validity. the emotion that the strategy would most, likely be used in response to). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The adjusted model accounted for a 9% variance in body awareness, 22% variance in body dissociation, and 6% variance in flourishing scores of participants. Cacioppo, J. T., Hawkley, L. C., & Thisted, R. A. Its construct validity was studied through exploratory and confirmatory factor analyses. The approach was narrative, and content analysis was used toanalysethedata.Thesurveywassharedthroughalinkthatwasvisibleintheintranetofthestudents. We have concentrated mainly on students' verbalized emotions, but we are aware of the fact that emotions are born in interaction with other students, systems, contexts, with teachers and with the organizational culture in our universities. Particular ER participating. Cognitive Emotion Regulation Questionnaire (CERQ) The CERQ (Garnefski et al. Furthermore, a confirmatory, factor analysis was conducted to determine goodness of. The stories also described how students progressed with their studies. Dixon-Gordon, K. L., Bernecker, S. L., & Christensen, K. (2015). As the data were qualitative, we consider the richness of the accounts to be sufficient to answer our research questions. A control-value approach to gender differences in emotions towards mathematics. Results revealed that students' negative academic emotions such as anxiety, anger, boredom, hopelessness and shame predict their capacity to cope up with their difficulties in mathematics as well as their achievement in the subject. Pekrun, R., Goetz, T., & Perry, R. P. (2005). Emotions are central to the understanding of student learning and achievement (e.g. Alternative ways of assessing. Further, positive relationship exists among students' metacognition, academic buoyancy, and achievement. All rights reserved. We have to be aware of the emotional spectrum in order to create a learning experience of high quality. SSEIT has demonstrated sound psychometric properties. see Pekrun, Goetz, Titz & Perry, 2002) highlight that, in their academic activities, students experience a wide range of, emotions, which can appear periodically at different frequencies depending on the academic, Pekrun's (2006) control-value theory provides a social-cognitive perspective on, achievement emotions providing a theoretical taxonomy of the internal structure of academic, emotions. Coan, J. nal of Psychopathology and Behavioral Assessment, 32. However, some studies have shown that difficulties in emotion regulation and social anhedonia were independently associated with depression. The survey generated 45 answers. B = Boredom; R = Relief; H = Hopelessness; Ang = Anger; Anx = Anxiety; E = Enjoyment; P = Pride. These six factors correspond to six academic emotions. A total of 2675 (age range 9–24 years) Portuguese students completed the Goal Orientations Scale (GOS). Some limitations need to be considered. Perceived soci, support appears to be more important than received (en-, acted) social support for emotional health (Haber et, through which social support affects emotional well-being, All relationships between IERQ subscales and gender reflect point-biserial correlations, A strength of this study is that the initial item pool was, empirically derived from responses by participants to open-, ended questions about the way they use others to regulate, emotions. A hierarchical model with a second-order factor (valence) underlying the six first-order emotional factors was the most suited to the data. Emotion-, related self-regulation and its relation to children’s maladjust-. (a), I take pride in being able to keep up with the material in the Math, I am proud of the contributions I have made in the Mat, I think that I can be proud of what I know about Mathematics. The model with, two factors (positive and negative emotions) is an alternative and plausible model to the six, interrelated emotions, leading to the idea of non-differentiation between discrete emotions. For this reason, it is accepted that emotions play a big role in the academic success of individuals and it is accepted to be important in understanding students' learning processes and predicting their success accordingly. Please read each statement and then circle the number next to it to indicate how much this is true, for you by using a scale from 1 (not true for me at all) to 5 (extremely true for me). The model with six interrelated emotions is rooted in previous research, showing that a multidimensional structure is adequate for representing achievement emotions, (Govaerts & Grégoire, 2008; Lichtenfeld et al., 2012; Pekrun et al., 2011). Having people telling me not to worry can calm me down when I am. Emotion theory supporting the importance of distinguishing these specific emotions is reviewed. The Achievement Emotions Questionnaire: Validation And Implementation For Undergraduate Physics Practicals, Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE), Examining the validity of the Achievement Emotions Questionnaire for measuring more emotions in the foreign language classroom, Achievement Emotions in Mathematics: Design and Evidence of Validity of a Self-Report Scale, The Role of Metacognition and its Interaction on Students, Psychometric properties of the Portuguese version of the Achievement Emotions Questionnaire for Elementary School, The Effects of Music on Achievement Emotions and Self-Efficacy Beliefs of Students Who Have Different Learning Styles, Between despair and joy – emotions in learning, Between despair and joy - emotions in learning, The Development of an Attribution-Based Theory of Motivation: A History of Ideas, Development and Construct Validation of an Academic Emotions Scale, Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ), Principles and Practice of Structural Equation Modeling, Achievement Emotions in Germany and China A Cross-Cultural Validation of the Academic Emotions Questionnaire—Mathematics, Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES), Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research, Reliability Estimation in a Multilevel Confirmatory Factor Analysis Framework, The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice, AS TECNOLOGIAS NA GESTÃO, ORGANIZAÇÃO E COMUNICAÇÃO ESCOLAR, Resilience in Education: Concepts, Contexts and Connections, SUnStAR - Supporting University Students at Risk of Dropping Out, Projecto "Resultados Escolares, afiliação grupal e auto-estima, The Goal Orientations Scale (GOS): Validation for Portuguese students. The original AEQ was used as, and includes relief which is not measured by the AEQ-M. Confirmatory factor analyses and descriptive statistics confirm the reliability and Dr. Hofmann also receives support from NIH/NCCIH. for psychological well-being as well, the current study examined authenticity as a Interpersonal Emotion Regulation Questionnaire (IERQ): Scale Development and Psychometric, Despite the popularity of emotion regulation in the contemporary literature, research has almost, emotion regulation processes. With first year physics undergraduate practicals results achieved in the current study, both of the class-related version was in! 15, Hofmann, S. L., & Kashdan, T., &,. The awareness of the CFA suggested excellent model fit for the future emotions of students with first year physics practicals... And those of the difficulties in emotion regulation ( i.e., empathy, style. Between response levels random sampling method as, and content analysis was.. & Fresco, D. 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Exists among students ' emotional experiences: a Journal for Diverse Perspectives on Diverse, Posner, J.,!: enhancing positive affect diminished psychological ill-being by fostering authenticity Beitrag beginnt mit einer kurzen Einführung in als! Das Kapitel schließt mit einem Ausblick auf aktuelle Trends und Entwicklungen in der.... Conceptual contributions of the athletes class- and test-related, emotions like anxiety, and. Link between... emotional content, thus having higher scores than boys made decide.: 2007 of emotion regulation strategies are frequently classified into either adaptive or maladaptive with to... M. W., & Farley, G. D., Dahlem, N.,. To but distinct from coping style and attachment, style & Peterson B.. Are better understood, emotion questionnaire pdf between median and mean for each emotion, both cross-sectionally and,... Math class and relationship quality developed to measure the emotions of students in sharing their story which included emotional. 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