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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

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Rasch Derived Teachers' Emotions Questionnaire.

Kristin L K Koskey¹, Renee R Mudrey, Wondimu Ahmed

¹Kristin L. K. Koskey, LeBron James Family Foundation College of Education, Assessment, Evaluation, and Data Literacy Program, The University of Akron, Zook Hall 217, Akron, OH 44325 + 4201, USA, koskey@uakron.edu.

Journal of Applied Measurement

|April 29, 2017

Summary

This study validates a new Teachers' Emotion Questionnaire, finding it reliable for assessing teachers' emotional expressivity and self-efficacy in managing emotions during teaching. The instrument shows promise for educational psychology research.

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Area of Science:

Educational Psychology
Psychometrics

Background:

A gap exists in validated instruments for assessing teachers' emotional regulation and expression.
Understanding teachers' emotions is crucial for effective pedagogy and student well-being.

Purpose of the Study:

To evaluate the reliability and validity of the revised 90-item Teachers' Emotion Questionnaire.
To assess three key measures: emotional expressivity frequency, self-efficacy in regulating emotional expression during teaching, and context-specific emotional expression self-efficacy.

Main Methods:

Rasch rating scale analyses were employed to examine item and person separation and reliability.
Test-retest reliability was assessed over a four-week period.
Concurrent validity was examined using the Emotional Regulation Questionnaire.

Main Results:

Rasch analyses indicated sufficient reliability and some support for construct validity.
Test-retest reliability was supported for all three measures (r=.592, p<.001; r=.473, p<.01; r=.641, p<.001).
Concurrent validity was supported for the self-efficacy measure with established emotional regulation scales.

Conclusions:

The revised Teachers' Emotion Questionnaire demonstrates adequate reliability and validity for measuring teachers' emotional expressivity and self-efficacy.
Findings support the use of this instrument in educational research and practice.
Suggestions for scale modifications and future research directions are provided.