Journal of Applied Psychological Research

Examining the Factorial Structure, Validity, and Reliability of the Academic Emotion Regulation Questionnaire (AERQ) for High-School Student

Document Type : Research Paper

Authors

1 Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.

2 Associate Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.

Abstract

The objective of this investigation was to evaluate the reliability and validity of the academic emotion regulation questionnaire (2016), as well as its factor structure. In terms of the objective, this research was of an applied nature, with a statistical population that represented all second-grade high school pupils in Mashhad city during the academic year 2022-2023. 204 pupils (101 males and 103 females) were selected from the second grade of high school and completed the questionnaires. Data collection was conducted using the multistage cluster sampling method. The Academic Emotion Regulation Questionnaire (AERQ), Emotion Regulation Questionnaire-Children, Adolescents (ERQ-CA), and Cognitive Test Anxiety Scale (CTA-17) were employed to gather the data. For data analysis, exploratory factor analysis, confirmatory factor analysis, concurrent validity, and internal consistency were implemented via SPSS-26 and AMOS-24 software. The exploratory factor analysis results indicated that the academic emotion regulation questionnaire contained 37 items, which were categorized into eight factors: averting situations, developing competences, redirecting attention, reappraisal, suppression, respiration, venting, and social support. The results also indicated that the scale has an eight-factor structure with an explained variance of 69/45. In order to evaluate the instrument's validity, the correlation of this questionnaire with emotion regulation and academic anxiety questionnaires for children and adolescents was examined. The results showed a suitable and significant correlation. The Cronbach-alpha coefficient was 0/88 for the entire questionnaire, and 0/61-0/81 for the subscales, in order to evaluate the reliability of this questionnaire. Consequently, the findings suggested that this questionnaire has demonstrated favorable reliability and validity among the Iranian second-grade high school student population. It is a suitable instrument for assessing the emotion regulation of second-grade secondary school students in their academic pursuits.
 

Keywords

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
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Journal of Applied Psychological Research
Volume 16, Issue 3
October 2025
Pages 275-289
  • Receive Date: 02 February 2023
  • Revise Date: 27 May 2023
  • Accept Date: 02 July 2023
  • First Publish Date: 26 July 2025
  • Publish Date: 23 September 2025