Abstract
The article describes the development and initial validity efforts for a context-specific measure of Emotional Regulation during Test-taking (ERT). Presented are results from both exploratory and confirmatory factor analysis on independent half samples, one used for development and one used for validation, which supported a 39-item, four-dimensional structure (i.e., Task-Focusing, Emotion-Focusing, Regaining Task-Focus, and Cognitive-Appraising Processes). In addition, results examining the relationship between the ERT and relevant measures of test anxiety, mood regulation, and coping showed support for the construct validity of the ERT scale.
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