Validation of the Persian Adaptation of Academic Emotion Regulation Questionnaire in the EFL Context

Document Type : Research article

Authors
1 PhD Candidate in Applied Linguistics, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran
2 Associate Professor, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran
3 Assistant Professor, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran
Abstract
The present study examined the content and construct validity, and internal consistency of the Academic Emotion Regulation Questionnaire (AERQ) in the Iranian English as a Foreign Language (EFL) context. The original scale was translated and back-translated between English and Persian. The content validity ratio (CVR), and content validity index (CVI) were then measured by a panel of 14 expert judges. The internal consistency coefficients of the scale were estimated by piloting it with 60 Iranian EFL learners. The results of the Cronbach’s alpha showed a satisfactory level of reliability. The AERQ was then administered to 346 English language learners (Mage = 19.34, SDage = 4.951). To explore the factorial structure of the 37 items of the questionnaire, an Exploratory Factor Analysis (EFA) was conducted. In addition, Confirmatory Factor Analysis (CFA) was run to examine the convergent and discriminant validity of the AERQ’s measurement model. The results obtained from the modified measurement model showed an adequate fit of the data. In the modified version, two items (i.e., one item from suppression, and one from redirection of attention) were omitted due to low standardized loadings (< .50). The model fit indices also provided a reasonable model fit for the structural model. The internal consistency coefficients for the constructs were higher than the minimum value (α = .70). Implications and limitations of the study are discussed.

Keywords

Subjects


Alipour, S., Kashkouli, Z., & Ghadiri, M. (2021). Validating factor structure of the Persian version of emotion regulation strategies inventory among Iranian EFL university teachers. Applied Research on English Language, 10(1), 81–104. https://doi.org/10.22108/are.2020.125317.1634
Arnold, J. (2011). Attention to affect in language learning. International Journal of English Studies, 22(1), 11–22. https://doi.org/10.14746/n.2019.52.1.2
Bagozzi, R. P. & Y., Yi. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94. https://doi.org/10.1177/009207038801600107
Bielak, J. & Mystkowska-Wiertelak, A. (2020). Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology, System, 90, 1–16. https://doi.org/10.1016/j.system.2020.102208
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
Chakraborty, R., & Chechi, V. K. (2019). Validation of revised academic emotion regulation questionnaire (AERQ) in the Indian context. International Journal of Scientific & Technology Research 8(12), 1203–1209.
Chin, W.W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295–336). Lawrence Erlbaum Associates.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Dewaele, J.-M. (2011). Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik. International Journal of English Studies, 22(1), 23–42.
Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language
Teacher, 39. 13–15.
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology. Language Sciences, 10. https://doi:10.3389/fpsyg.2019.02128
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi: 10.14746/ssllt.2014.4.2.5
Dörnyei, Z (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9–42). Multilingual Matters.
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39. https://doi.org/10.2307/3151312
Gross, J. J. (1998). Antecedent and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74(1), 224 –237. https://doi.org/10.1037/0022-3514.74.1.224
Gross, J. J. (2010). Emotion regulation. In M. Lewis, J. M. Haviland-Jones, & L. Feldman Barrett (Eds.), Handbook of Emotions (3rd ed.) (pp. 497–512). Guilford Press.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
Gross, J.J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). Guilford Press.
Hair, J. F., Anderson, R. E., Tatham, R. L., & William, C. (1998). Multivariate data analysis. Pearson Prentice Hall.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. (2010). Multivariate data analysis (Vol. 7). Pearson Prentice Hall.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (Vol. 6). Pearson Prentice Hall.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). CA: Sage.
Hair, J. F., Sarstedt, M., Ringle, C. M., & Mena, J. A. (2011). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the academy of marketing science, 40, 414–433. https://doi.org/10.1007/s11747-011-0261-6
Hancock, G. R. & Mueller, R. O. (2001). Rethinking construct reliability within latent variable systems. In R. Cudeck, S. du Toit, & D. Sörbom (Eds.), Structural equation modeling: Present and future-A Festschrift in honor of Karl Jöreskog (pp. 195–216). Scientific Software International.
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
Hasani, J. (2016). Persian version of the emotion regulation questionnaire: Factor structure, reliability and validity. International Journal of Behavioral Science, 10(3), 108–113.
Jin, Y. & Zhang, L. J. (2018). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 1–15. https://doi:10.1080/13670050.2018.1526253
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151. https://doi.org/10.1177/001316446002000116
Kline, R. B. (2011). Principles and practice of structural equation modeling (5th ed., pp. 3–427). Guilford Press.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Press.
Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition and Emotion, 23(1), 4–41. https://doi.org/10.1080/02699930802619031
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563–575.
Lazarus, R. (2000). Toward better research on stress and coping. American Psychologist, 55(6), 665–673. https://doi.org/10.1037/0003-066x.55.6.665
Lazarus, R. S., & Folkman, S. (1984). Stress,appraisal, and coping. Springer.
Lotfi, M., Bahrampouri, L., Amini, M., Fatemitabar, R., Birashk, B., Entezari, M., & Shiasi, 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.
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: theory, practice, and research. Modern Language Journal, 103, 262–274. https://doi.org/10.1111/modl.12544
Mirsamiei M, Atashpour H, Aghaei A. (2021). Effect of achievement emotion regulation training package on negative emotions and learning strategies among female high school students. Journal of Research and Health, 11(1), 37–44. http://dx.doi.org/10.32598/JRH.11.1.1617.1
Nesayan, A., Hosseini, B., & Asadi Gandomani, R. (2017). The effectiveness of emotion regulation skills training on anxiety and emotional regulation strategies in adolescent students. Journal of Practice in Clinical Psychology, 5(4), 263–270. https://doi.org/10.29252/NIRP.JPCP.5.4.263
Niemivirta, M. (1996). Intentional and adaptive learning modes—The self at stake. Paper presented at the 2nd European Conference on Education. Sevilla, Spain.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–135. https://doi.org/10.1037/a0013383
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Academic Emotions Questionnaire (AEQ). User's manual. Department of Psychology, University of Munich.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–106. https://doi.org/10.1207/S15326985EP3702_4
Pekrun, R. & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120–141). Routledge.
Perry, R. P., Hladkyj, S., Pekrun, R. H., & Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 93(4), 776–789. http://doi.org/10.1037/0022-0663.93.4.776
Sekaran, U. (2006). Research methods for business: A skill building approach. John Wiley & Sons.
Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System, 86, 1–11. https://doi:10.1016/j.system.2019.102121
Stevens, J. (2002). Applied multivariate statistics for the social sciences. Lawrence Erlbaum Associates, Inc.
Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Allyn and Bacon.
Viechtbauer, W., Smits, L., Kotz, D., Budé, L., Spigt, M., Serroyen, J., & Crutzen, R. (2015). A simple formula for the calculation of sample size in pilot studies. Journal of clinical epidemiology, 68(11), 1375–1379. https://doi.org/10.1016/j.jclinepi.2015.04.014
Waltz, C. F. & Bausell, R. B. (1981). Nursing research: Design, statistics, and computer analysis. FA Davis Co.
Wei, J. T., Lee, M. C., Chen, H. K., & Wu, H. H. (2013). Customer relationship management in the hairdressing industry: An application of data mining techniques. Expert Systems with Applications, 40(18), 7513–7518. https://doi.org/10.1016/j.eswa.2013.07.053
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548
Zeidner, M. (1998). Test anxiety: The state of the art. Plenum.
Zimmerman, B. J. (2008). Self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909