Abstract
Emotion regulation (ER) plays a vital role in individuals’ well-being and successful functioning. In this study, we attempted to develop a computerized adaptive testing (CAT) to efficiently evaluate ER, namely the CAT-ER. The initial CAT-ER item bank comprised 154 items from six commonly used ER scales, which were completed by 887 participants recruited in China. We conducted unidimensionality testing, item response theory (IRT) model comparison and selection, and IRT item analysis including local independence, item fit, differential item functioning, and item discrimination. Sixty-three items with good psychometric properties were retained in the final CAT-ER. Then, two CAT simulation studies were implemented to assess the CAT-ER, which revealed that the CAT-ER developed in this study performed reasonably well, considering that it greatly lessened the test items and time without losing measurement accuracy.
Highlights
Emotion regulation (ER) has received substantial and increased attention in psychology and related fields (Campos et al, 2011), as its processes affect an individual’s experience of positive and negative emotions, interpersonal relationships, as well as physical health (Gross and John, 2003)
There has been a proliferation of self-report ER measures (Aldao et al, 2010; Megreya et al, 2018), such as the Difficulties in Emotion Regulation Scale (DERS; Gratz and Roemer, 2004), Negative Mood Regulation Scale (NMR; Catanzaro and Mearns, 1990), Regulatory Emotional Self-Efficacy Scale (RESE; Caprara et al, 2008), Emotion Regulation Questionnaire (ERQ; Gross and John, 2003), Trait Meta-Mood Scale (TMMS; Salovey et al, 1995), and Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al, 2001)
The common variance for all items mainly emerged from the general ER factor. These findings show that the final item set of the computerized adaptive testing (CAT)-ER fully met the hypothesis of unidimensionality
Summary
Emotion regulation (ER) has received substantial and increased attention in psychology and related fields (Campos et al, 2011), as its processes affect an individual’s experience of positive and negative emotions, interpersonal relationships, as well as physical health (Gross and John, 2003). Research into ER skills is linked to psychological well-being, social relations, and emotional functioning (Gross and John, 2003; Balzarotti et al, 2010; Gullone and Taffe, 2011). Both theoretical and empirical findings indicate ER’s critical role in many areas of psychopathology research, involving anxiety (Mennin et al, 2009), eating (Lavender et al, 2014), and personality disorders (Bornovalova et al, 2008). Previous studies (Garnefski et al, 2001; Gross and John, 2003; Gratz and Roemer, 2004; Caprara et al, 2008) suggest that each measure
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