The Development of Emotion Regulation Scale for Children

• Main Authors: Ya-Chuan Lin, 林雅絹
• Other Authors: Ying-Fen Wang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/15898608384894650522

碩士 === 國立臺中教育大學 === 諮商與應用心理學系碩士班 === 100 === The purpose of the study was to develop the Emotion Regulation Scale for Children (ERSC) based on Gross’s theory of emotion regulation. It measures the degree of appropriateness and adaptiveness of emotion regulation strategies children use to regulate their emotion. Participants of this study were fourth and sixth graders of elementary schools, which included 261 pilot samples and 624 formal samples. The data collected were analyzed through item analysis, principal components analysis, product-moment correlation, t-test, and confirmatory factor analysis. The results were as followings: 1.ERSC is a situational judgment test, which consists of seven items and each item includes a situational stems and five emotion regulation strategies. Children are asked to choose a strategy that he or she is most likely to adopt during a emotion-arousing situation. The adaptiveness of each emotion regulation strategy was assessed by scholars with expertise in the field of emotion regulation, and it ranged form zero (very inappropriate/maladaptive) to four (very appropriate/adaptive). 2.Both the Cronbach’s alpha coefficient and the test-retest coefficient were .53. 3.Results of confirmatory factor analysis indicated a good fit of data (χ2 = 20.21, p = .12, GFI = .99, RMSEA = .03, SRMR = .03, χ2/df = 1.44, NFI= .94, NNFI = .97, CFI = .98, PNFI = .63, AFGI = .98). Additionally, Emotion Regulation Inventory (ERI), Attachment Relationship Scale for Children (ARSC), and Depression Screening Scale for Children and Adolescent (DSSCA) were used to provide information related to criterion-related validity. Results showed that there existed significantly positive correlations between the ERSC and the ERI, as well as between the ERSC and the ARSC. Also, as expected, there existed significant but negative correlations between the ERSC and subscales of the DSSCA. 4.Significant differences of emotion regulation ability were found between 4th and 6th graders, but no sex difference was found. Most children used problem-solving, seeking help or comfort from others, reappraisal and relaxing strategies to regulate their emotion in the current study. Finally based on research findings, suggestions were offered for future research and clinical interventions.