Developing and validating a measure of L2-specific emotion regulation strategies

Despite recent scholarly interest in the regulation of academic emotions in second language (L2) learning, L2 studies have primarily relied on domain-general instruments to measure L2 emotion regulation (ER) strategies. In response, this study created and validated a domain-specific instrument, the L2 Emotion Regulation Strategies Questionnaire (L2ERSQ).

Two waves of data were collected from 811 Chinese tertiary EFL learners. The factorial structure, reliability, and validity of the L2ERSQ were assessed through a series of analyses such as exploratory factor analysis and confirmatory factor analysis.

Exploratory factor analysis and confirmatory factor analysis have confirmed a 7-factor structure of the questionnaire, which possessed satisfactory construct reliability and validity. ER strategies significantly correlated with L2 enjoyment and boredom within both waves of data, demonstrating the concurrent criterion validity of the L2ERSQ. Model comparisons indicate that the L2ERSQ possesses longitudinal measurement invariance, showing its potential for longitudinal studies of emotion regulation.

This study demonstrates the reliability and validity of a questionnaire assessing L2-specific emotion regulation strategies. The newly developed instrument enriches the existing taxonomy of emotion regulation strategies by distinguishing between value upgrading and value downgrading within the broader category of value appraisal. The findings indicate that some emotion regulation strategies (e.g., value upgrading) are adaptive, while others (e.g., value downgrading) are ambivalent. Implications for research on L2 emotion regulation and the development of interventions to enhance emotion regulation are discussed.