بررسی ساختار عاملی، روایی و پایایی پرسشنامۀ تنظیم هیجان تحصیلی (AERQ) برای دانش‌آموزان دورۀ دوم متوسطه

دادفرنیا، ش.، هادیان فرد، ح.، رحیمی، چ.، و افلاک سیر، ع. (1399). تنظیم هیجان و نقش آن در پیش‌بینی نشانه‌های افسردگی در دانشجویان. طلوع بهداشت، ۱۹(۱) ، ۴۷-۳۲. https://doi.org/10.18502/tbj.v19i1.2815

لطفی، م.، بهرام‌پوری، ل.، امینی، م.، فاطمی‌تبار، ر.، بیرشک، ب.، انتظاری، م.، و شیاسی، ی. (۱۳۹۸). انطباق پرسشنامۀ تنظیم هیجان برای کودکان و نوجوانان (ERQ-CA) به زبان فارسی. مجله دانشگاه علوم پزشکی مازندران، ۲۹(۱۷۵)، ۱۲۸-۱۱۷. http://jmums.mazums.ac.ir/article-1-12374-fa.html

References

Baghaei, P., & Cassady, J. (2014). Validation of the Persian translation of the cognitive test anxiety scale. SAGE Open, 4(4), 2158244014555113. https://doi.org/10.1177/2158244014555113

Berkovits, L., Eisenhower, A., & Blacher, J. (2017). Emotion regulation in young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 47, 68-79. https://doi.org/10.1007/s10803-016-2922-2

Boekaerts, M., & Pekrun, R. (2015). Emotions and emotion regulation in academic setting. In L. Corno, & E. M. Anderman (Eds.). Handbook of educational psychology (3rd Edition) (pp. 90-104). Routledge. https://doi.org/10.4324/9781315688244

Brislin, R. W. (1986). The wording and translation of research instruments. In W. J. Lonner & J. W. Berry (Eds.), Field methods in cross-cultural research (pp. 137–164). Sage Publications, Inc. https://psycnet.apa.org/record/1987-97046-005

Burić, I., Sorić, I., & Penezić, Z. (2016). Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ). Personality and Individual Differences, 96, 138-147. https://doi.org/10.1016/j.paid.2016.02.074

Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295. https://doi.org/10.1006/ceps.2001.1094 .

Colton, D., & Covert, R. W. (2007). Designing and constructing instruments for social research and evaluation. John Wiley & Sons. Google Scholar

Dadfarnia, S., Hadianfard, H., Rahimi, C., & Aflakseir, A. (2020). Predicting depression based on cognitive emotion regulation strategies. Tolooebehdasht, 19(1), 32-47. http://dx.doi.org/10.18502/tbj.v19i1.2815 (In Persian)

England-Mason, G., & Gonzalez, A. (2020). Intervening to shape children’s emotion regulation: A review of emotion socialization parenting programs for young children. Emotion, 20(1), 98-104. https://doi.org/10.1037/emo0000638

Essau, C. A., LeBlanc, S., & Ollendick, T. H. (Eds.). (2017). Emotion regulation and psychopathology in children and adolescents. Oxford University Press. https://doi.org/10.1093/med:psych/9780198765844.001.0001

Gagne, J. R., Liew, J., & Nwadinobi, O. K. (2021). How does the broader construct of self-regulation relate to emotion regulation in young children? Developmental Review, 60, 100965. https://doi.org/10.1016/j.dr.2021.100965

Gross, J. J., & John, P. O. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348–362. https://psycnet.apa.org/doi/10.1037/0022-3514.85.2.348

Harley, J. M., Pekrun, R., Taxer, J. L., & Gross, J. J. (2019). Emotion regulation in achievement situations: An integrated model. Educational Psychologist, 54(2), 106-126. https://doi.org/10.1080/00461520.2019.1587297

Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion, 20(1), 48-53. https://doi.org/10.1037/emo0000667

Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications. Google Scholar

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x

Lotfi, M., Bahrampouri, L., Amini, M., Fatemitabar, R., Birashk, B., Entezari, M., & Shiasy, Y. (2019). Persian adaptation of emotion regulation questionnaire for children and adolescents (ERQ-CA). Journal of Mazandaran University of Medical Sciences, 29(175), 117-128. http://jmums.mazums.ac.ir/article-1-12374-en.html (In Persian)

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P.  (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4

Sabatier, C., Restrepo Cervantes, D., Moreno Torres, M., Hoyos De los Rios, O., & Palacio Sañudo, J. (2017). Emotion regulation in children and adolescents: Concepts, processes and influences. Psicología Desdeel Caribe, 34(1), 75-90. http://www.redalyc.org/articulo.oa?id=21356010006

Sainio, P. J., Eklund, K. M., Ahonen, T. P., & Kiuru, N. H. (2019). The role of learning difficulties in adolescents’ academic emotions and academic achievement. Journal of Learning Disabilities, 52(4), 287-298. https://doi.org/10.1177/0022219419841567

Sari, P., Bulantika, S. Z., Dewantari, T., & Rimonda, R. (2020). Effects of stress coping and emotion regulation on student academic stress. KONSELI: Jurnal Bimbingan dan Konseling (E-Journal), 7(1), 73-80. https://doi.org/10.24042/kons.v7i1.6300

Schneider, R. L., Arch, J. J., Landy, L. N., & Hankin, B. L. (2018). The longitudinal effect of emotion regulation strategies on anxiety levels in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 47(6), 978-991. https://doi.org/10.1080/15374416.2016.1157757

Shuman, V., & Scherer, K. R. (2015). Emotions, psychological structure of. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (Second Edition) (pp. 526-533). Elsevier.

Silvers, J. A. (2022). Adolescence as a pivotal period for emotion regulation development. Current Opinion in Psychology, 44, 258-263. https://doi.org/10.1016/j.copsyc.2021.09.023

Sverdlik, A., Rahimi, S., & Vallerand, R. J. (2022). Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being. Journal of Adult and Continuing Education, 28(2), 426-448. https://doi.org/10.1177/14779714211037359

Tabachnick, B. G. &  Fidell, L. S. (2012) Using multivariate statistics. 6h Edition, Boston: Person Education.

Teixeira, R. J., Brandão, T., & Dores, A. R. (2022). Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education. Current Psychology, 41, 7618-7627. https://doi.org/10.1007/s12144-020-01304-z 

Wang, S., Li, X., Lu, J., & Yu, M. (2022). Perceived teacher empathy and teenagers’ positive academic emotions: The mediating effect of interpersonal emotion regulation. School Psychology International, 43(5), 443-459. https://doi.org/10.1177/01430343221113004