Nalazite se na CroRIS probnoj okolini. Ovdje evidentirani podaci neće biti pohranjeni u Informacijskom sustavu znanosti RH. Ako je ovo greška, CroRIS produkcijskoj okolini moguće je pristupi putem poveznice www.croris.hr
izvor podataka: crosbi

Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ) (CROSBI ID 225771)

Prilog u časopisu | izvorni znanstveni rad | međunarodna recenzija

Burić, Irena ; Sorić, Izabela ; Penezić, Zvjezdan Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ) // Personality and individual differences, 96 (2016), 138-147. doi: 10.1016/j.paid.2016.02.074

Podaci o odgovornosti

Burić, Irena ; Sorić, Izabela ; Penezić, Zvjezdan

engleski

Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ)

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).

students' emotions ; emotion regulation strategies ; academic domain ; questionnaire

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

Podaci o izdanju

96

2016.

138-147

objavljeno

0191-8869

10.1016/j.paid.2016.02.074

Povezanost rada

Psihologija

Poveznice
Indeksiranost