Emotional Questionnaire Research Articles

Peer Guidance as a Adolescent's Emotional Literacy Development Strategy

The study aims to determine the effectiveness of peer guidance strategies to improved emotional literacy in adolescents. The study used an experimental research type with two groups, pretest-posttest, with control group design. The sampling technique used was purposive sampling and random assignment. The experimental group and the control group each consisted of two groups, each consisting of five participants. The study used an emotional literacy questionnaire to determine the level of emotional literacy in adolescents. The data analysis technique used the Mann Whitney U Test. The study results showed that the story writing technique is effective in improving adolescents' emotional literacy. Counselors can use study results to help adolescents improve emotional literacy through peer guidance strategies.

Practical Treatment Strategies for Complex Learners

Abstract Date Presented 03/26/20 This study investigated the impact of the Wolf School’s Immersion Model on school-age children with complex learning profiles in a special education program. We hypothesized that scores on the Social–Emotional Questionnaire (SEQ) and clinical measures will show significant improvement after attending the program. Significant gains were measured in multiple areas of social–emotional skill development using the Wolf School Immersion Model. Primary Author and Speaker: Lise Gerard Faulise Additional Authors and Speakers: Kelly McDonald Contributing Authors: Rosaline Granoff, Amanda Dair

The Impact of Parent-Child Attachment on Self-Injury Behavior: Negative Emotion and Emotional Coping Style as Serial Mediators.

In order to explore the relationship between parent–child attachment, negative emotion, emotional coping style, and self-injury behavior, 662 junior high school students in four junior middle schools in China’s Yunnan Province were investigated using a parent–child attachment questionnaire, adolescent negative emotion questionnaire, emotional coping style scale, and adolescent self-injury behavior scale. As a result, two mediate models were created to explain how parent–child attachment affects self-injury behavior. Negative emotion and emotional coping style play serial mediating roles in mother–child and father–child attachment models, respectively. The results show that negative emotion mediates between self-injury behavior and both father–child and mother–child attachment, while emotional coping style only functions between father–child attachment and self-injury behavior. By means of bootstrap analysis, negative emotion and emotional coping style have serial mediating roles concerning the impact of parent–child attachment on self-injury behavior. By comparison, the father–child and mother–child attachment have different mediating models: the former relies on emotional coping style, while the latter is associated with emotional experiences. This implies that parent–child attachment has different mechanisms in triggering self-injury behavior, which is in line with the hypothesis of attachment specificity.

Psychometric properties of the Portuguese version of the Achievement Emotions Questionnaire for Elementary School

Os principais objetivos do corrente estudo consistiram na tradução e adaptação do Achievement Emotions Questionnaire – Elementary School (AEQ-ES) para Português e na análise das suas propriedades psicométricas. Uma amostra de 350 alunos portugueses do terceiro e quarto ano de escolaridade (com idades compreendidas entre os 7 e os 12 anos) completou a versão portuguesa do AEQ-ES (AEQ-ES-P). Tal como a versão original, o AEQ-ES-P mede o prazer, o aborrecimento e a ansiedade dos alunos em relação à matemática em três contextos académicos: assistir a aulas, fazer os trabalhos de casa e fazer testes. A análise fatorial confirmatória corroborou a estrutura hierárquica do AEQ-ES-P, que também se mostrou invariante entre géneros e anos de escolaridade. O instrumento mostrou também boa fiabilidade e estabilidade temporal. Foram encontradas correlações significativas na direção esperada entre o prazer, a ansiedade e o aborrecimento, bem como entre essas emoções, as perceções de competência dos alunos e a sua motivação intrínseca para a matemática, apoiando assim a validade interna e externa do questionário. Estes resultados indicam que o AEQ-ES-P apresenta boas propriedades psicométricas e é adequado para medir as emoções de realização de crianças portuguesas do terceiro e do quarto ano de escolaridade no domínio da matemática.

Initial Investigation of the Psychometric Properties of the Limited Prosocial Emotions Questionnaire (LPEQ).

Callous-unemotional traits, which include lack of remorse or guilt, callousness/lack of empathy, unconcern about performance, and shallow/deficient affect, were included as a specifier of conduct disorder in the current (fifth) edition of the Diagnostic and Statistical Manual of Mental Disorders under the rubric Limited Prosocial Emotions (LPEs). The purpose of this study was to examine the psychometric properties of a new rating scale, the Limited Prosocial Emotions Questionnaire (LPEQ). Caregivers (n = 1,050) of children (Mage = 8.42, SD = 2.31) completed the LPEQ and other measures. Results provide support for a single factor model of the LPEQ, with measurement invariance supported across child and informant sex. Both the reliability and validity of the LPEQ as a measure of LPEs were also well supported. Children identified with LPE had significantly greater average impairment and need for treatment relative to children without LPE. Children with conduct problems (i.e., conduct disorder or oppositional defiant disorder), as well those without conduct problems, had significantly more impairment if they were identified as having LPE. Our findings fit with the mounting evidence of the clinical utility of assessing LPEs in children. Future research should look to replicate our findings in clinical samples of youth.

Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE).

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

CHANGES IN SCHOOL ANXIETY AND EMOTIONAL SELF-REGULATION OF AN ADOLESCENCE EXPERIMENTAL GROUP FOLLOWING THE ABKT-B PROGRAMME

The purpose of this study was to adapt the experimental programme MBCT-C (Randy J. Semple & Jennifer Lee’s programme “Mindfulness-Based Cognitive Therapy for Anxious Children”, 2011) in early adolescents and compare the changes in school anxiety and emotional regulation indicators before and after in the experimental and control group. The necessity for intervention with respect to school anxiety and emotional regulation among children with emotional regulation and school anxiety issues in the early adolescence group was indicated by research into problems connected with youth behaviour and difficulties in regulating emotions. The study analysed the results of six 6th grade students (12-13 years old) using the following instruments: The Emotion Questionnaire (Rydell, Berlin, & Bohlin, 2003, adapted by Grīvza, Brūdere-Ruska, & Raikova, 2014); the School Anxiety Questionnaire (Beeman N. Phillips, 1970, translated by Zalcmane, 2004), the Parent Evaluation Questionnaire (Semple & Lee, 2011) and the Children Evaluation Questionnaire (Semple & Lee, 2011) that have been used in research as assessment instruments. Testing was performed in two stages: before intervention and after 12 intervention sessions. The experimental group showed an improvement in all school anxiety results compared to the control group, but the school anxiety results of control group pupils deteriorated. Emotional regulation indicators for both groups decreased, but the main impact of the experiment was demonstrating that after 12 intervention sessions the level of school anxiety dropped, while scores related to emotional awareness compared to the control group increased.

Examining the Factor Structure and Measurement Invariance of Test Emotions Across Testing Platform, Gender, and Time

Few studies have examined the psychometric properties of the test-related items from the Achievement Emotions Questionnaire (AEQ). Using a sample of 955 university students, we examined the factor structure of 12 emotion items measuring test-related anger, boredom, enjoyment, and pride. Results indicated the four emotions were distinct, allowing for further examination of measurement invariance of the items across testing platform (computer-based vs. pencil-paper test) and gender. Configural, metric, and scalar invariance was supported for testing platform and gender. Given interest in modeling change in emotions, we also examined whether the items were invariant across time by measuring emotions at 3 times during a test. Using a sample of 651 university students, configural, metric, and scalar invariance was supported across time. The findings provide important structural validity evidence for the item responses and support the comparison of emotions across testing platform, gender, and time.

Examining the validity of the Achievement Emotions Questionnaire for measuring more emotions in the foreign language classroom

ABSTRACTThis study was set to prepare and validate the Achievement Emotions Questionnaire-Foreign Language Class (AEQ-FLC) for use in the context of English as a foreign language (EFL). The AEQ is largely used and validated with different cohorts of students in different domains. However, despite its need for valid measurement instruments to serve the increasing interest in researching second language emotions, the language classroom is a domain that has been largely overlooked in the validation project. To fill this measurement lacuna, data were collected from 748 Iranian EFL learners, and the collected data were submitted to confirmatory factor analysis (CFA). The CFA results indicated that the psychometric properties of the AEQ-FLC could be substantiated, and that its structure was invariant across gender and learning context. The implications for the use of the AEQ-FLC in both research and practice are discussed.

All Happy Emotions Are Alike but Every Unhappy Emotion Is Unhappy in Its Own Way: A Network Perspective to Academic Emotions.

Quantitative research into the nature of academic emotions has thus far been dominated by factor analyses of questionnaire data. Recently, psychometric network analysis has arisen as an alternative method of conceptualizing the composition of psychological phenomena such as emotions: while factor models view emotions as underlying causes of affects, cognitions and behavior, in network models psychological phenomena are viewed as arising from the interactions of their component parts. We argue that the network perspective is of interest to studies of academic emotions due to its compatibility with the theoretical assumptions of the control value theory of academic emotions. In this contribution we assess the structure of a Finnish questionnaire of academic emotions using both network analysis and exploratory factor analysis on cross-sectional data obtained during a single course. The global correlational structure of the network, investigated using the spinglass community detection analysis, differed from the results of the factor analysis mainly in that positive emotions were grouped in one community but loaded on different factors. Local associations between pairs of variables in the network model may arise due to different reasons, such as variable A causing variation in variable B or vice versa, or due to a latent variable affecting both. We view the relationship between feelings of self-efficacy and the other emotions as causal hypotheses, and argue that strengthening the students’ self-efficacy may have a beneficial effect on the rest of the emotions they experienced on the course. Other local associations in the network model are argued to arise due to unmodeled latent variables. Future psychometric studies may benefit from combining network models and factor models in researching the structure of academic emotions.

Habilidades emocionales en profesores y estudiantes de educación media y universitaria de Venezuela

El objetivo general de este estudio fue diagnosticar las habilidades emocionales de profesores y sus estudiantes, en instituciones de educación media y universitaria de Venezuela, para detectar fortalezas y deficiencias emocionales que podrían afectar la calidad de los profesores, el rendimiento educativo y los procesos de enseñanza y aprendizaje. Se realizó un estudio con diseño de campo-cuantitativo y niveles descriptivo y correlacional. Se utilizó un muestreo intencional de 49 profesores y 432 de sus estudiantes. El instrumento de recogida de datos fue un cuestionario de emociones, validado siguiendo diferentes estrategias. Los principales hallazgos del estudio revelan que las habilidades emocionales de los profesores son superiores a las de sus estudiantes, los profesores de género femenino poseen mayor motivación y empatía que los de género masculino. Entre las habilidades emocionales de los profesores, autocontrol, competencia social y empatía fueron las menos favorecidas y motivación y autoconciencia las más favorecidas.

The Achievement Emotions Questionnaire: Validation and implementation for undergraduate physics practicals

Physics is a discipline associated with diverse emotions; some enjoy it, others don’t. Yet, students’ emotions when studying physics are under researched. This study adapts the Achievement Emotions Questionnaire (AEQ) to measure the emotions of students with first year physics undergraduate practicals. The aims of this research are to validate the AEQ in our context and to probe students’ emotions towards two practicals; the control which is of standard format and the intervention which incorporates colour and historical aspects seeking to produce more positive emotions. Confirmatory Factor Analysis and descriptive statistics conducted with a sample of 320 students confirm the reliability and internal validity of the adapted AEQ (AEQ-PhysicsPrac) for the purposes of this study. Differences in emotions between the control and intervention are detected indicating that the AEQ-PhysicsPrac has utility in physics education.

Influences of sensory attribute intensity, emotional responses, and non-sensory factors on purchase intent toward mixed-vegetable juice products under informed tasting condition

Product-related sensory and non-sensory cues have been studied in the past to understand purchase behavior among consumers. However, there has been little research related to integrating emotional responses with such cues to achieve better prediction of consumer purchase behavior. This study aimed to determine the impacts of sensory attribute intensities (SAI), non-sensory factors (NSF), and emotions on purchase intent and consumer choice. Emotional responses were measured using a self-reported emotion questionnaire (EQ), facial expression analysis (FE), and autonomic nervous system responses (ANS). Sixty-nine adults were asked to view product labels, and look at, smell, and drink five commercially-available vegetable juice samples. For each sample, SAI, NSF, EQ, FE, ANS, and purchase intent ratings were measured. Participants were also asked to select the one they would be most likely to buy. Results showed that the five samples differed significantly with respect to SAI, NSF, and emotional responses measured by EQ and FEs. SAI (bitterness intensity) and NSF (brand liking) played an extremely important role in purchase-related behavior of vegetable juice products. Correlation analysis and a PLSR prediction model further revealed that products with higher ratings of purchase intent elicited lower levels of negative emotions and higher levels of positive emotions, as measured by EQ as well as FE. In conclusion, this study shows that NSF in combination with SAI and emotions measured using EQ and FE can modulate consumer purchase intent toward vegetable juice products under informed tasting conditions.

Teacher emotion questionnaire: A Turkish adaptation, validity, and reliability study

The purpose of this study is to carry out the linguistic equivalence, validity and reliability study of the Teacher Emotion Questionnaire (TEQ) developed by Burić, Slišković and Macuka (2018). After ensuring the linguistic equivalence of the Turkish form, responses of 601 teachers were tested by Exploratory Factor Analysis (EFA) to ensure the construct validity of the scale. As a result of EFA, the scale was divided into six factors; item factor loads ranged from .49 to .85, and items in the scale explained 68.00% of the total variance. In order to verify the six-factor structure, data were collected from a study group of 255 teachers and Confirmatory Factor Analysis (CFA) was performed. Similar results were obtained from CFA, the model was validated and model fit indexes were found to have excellent or acceptable values. After the construct validity of the scale, the reliability analysis was carried out. Cronbach’s alpha (= .92), Spearman-Brown (= .67) and Guttman Split-Half (= .80) coefficients obtained within the scope of internal consistency reliability demonstrated that the scale had the desired internal consistency.

Correlation between individual social capital and humanistic care ability in nursing students: multiple mediating role of positive psychological capital and adaptive emotion expression

Objective To explore the multiple mediating role of positive psychological capital and adaptive emotion expression between individual social capital and humanistic care ability in nursing students. Methods From December 2018 to August 2019, the study selected 238 undergraduate nursing students of Grade 2015 to 2018 by cluster stratified sampling as subjects in a medical university. All of students were investigated with the Caring Ability Inventory, Individual Social Capital Questionnaire, Positive Psychological Capital Scale and Emotional Expression Questionnaire in college students of China. Structure equation model was used to analyze the correlations among the variables. Results Among 238 nursing students, the scores of humanistic care ability, individual social capital, positive psychological capital, inhibitory emotion expression, adaptive emotion expression and excessive emotion expression were (185.79±17.52) , (20.26±2.38) , (125.24±17.71) , (17.23±3.86) , (20.85±3.91) and (9.70±3.97) respectively. Individual social capital, positive psychological capital, adaptive emotion expression and humanistic care ability had positive correlations with each other (r=0.223-0.627, P<0.01) . Multiple mediating effect model analysis showed that the positive psychological capital and adaptive emotion expression had multiple mediating roles between individual social capital and humanistic care ability in nursing students (P<0.05) . The relative mediating effects of positive psychological capital, adaptive emotion expression and chain mediation were 83.37%, 11.64 % and 4.77% respectively. Conclusions Nursing students have a low level of humanistic care ability with the adaptive emotion expression. Nursing educators can improve nursing students' individual social capital, enrich their positive psychological capital and strengthen their adaptive emotion expression so as to cultivate the humanistic care ability. Key words: Students, nursing; Humanistic care ability; Individual social capital; Positive psychological capital; Emotion expression

The Emotional Style of the Modern Parent in the Conditions of the COVID-19 Pandemic

In a pandemic, the child-parent relationship is facing new challenges. Social isolation affects people differently, but a sustainable internal psychological resource allows the individual to get out of the critical period with as little damage as possible. Healthy emotionality is a basic prerequisite for the formation and development of emotional intelligence. The identification of the emotion, the control over the impulse and its expression in a socially acceptable way by the parent - all this is inextricably linked with the process of upbringing in the family and marks the nature of the relationship between parents and children. The study focuses on the study of the emotional style of the modern parent in the context of his interaction with the children in the family. The emotional style questionnaire used by a team from the University of Wisconsin-Madison was used. The survey was conducted among parents of children and students from 3 to 18 years. Conclusions were made regarding the specifics of the emotional style of the parents in the context of the established state of emergency and in connection with pedagogical activities aimed at creating conditions for increasing the emotional intelligence of the respondents with the support of the school.

Емоционалния стил на съвременния родител в условията на пандемията от COVID-19

In a pandemic, the child-parent relationship is facing new challenges. Social isolation affects people differently, but a sustainable internal psychological resource allows the individual to get out of the critical period with as little damage as possible. Healthy emotionality is a basic prerequisite for the formation and development of emotional intelligence. The identification of the emotion, the control over the impulse and its expression in a socially acceptable way by the parent - all this is inextricably linked with the process of upbringing in the family and marks the nature of the relationship between parents and children. The study focuses on the study of the emotional style of the modern parent in the context of his interaction with the children in the family. The emotional style questionnaire used by a team from the University of Wisconsin-Madison was used. The survey was conducted among parents of children and students from 3 to 18 years. Conclusions were made regarding the specifics of the emotional style of the parents in the context of the established state of emergency and in connection with pedagogical activities aimed at creating conditions for increasing the emotional intelligence of the respondents with the support of the school.

Diagnostics of schoolchildrens’ emotions and development of self-regulation skills: innovative experience of lessons “Self-cognition”

For successful self-realization, a modern person needs skills of self-development and self-manage- ment, in particular, the ability to self-regulate cognitive and emotional processes. The development of emotional skills is a new challenge in modern school practice. The subject “Self-cognition” has great potential in the development of emotional skills of self-regulation. The article presents the experience of studying the emotional state of children at school and development of self-regulation skills. In the theoretical part, knowledge about the theory of emotions is summarized for a training program for teach- ing schoolchildren. In the practical part, the diagnosis of the emotions of schoolchildren was carried out and training sessions were conducted for them. In the diagnosis, the following methods were used – the questionnaire of V.V. Suvorova to determine the level of emotionality, emotional questionnaire of L.A. Rabinovich. The study involved 200 of 9th grade pupils of school No. 134 in Almaty. The training pro- gram was integrated into the lessons of the subject “Self-knowledge”. It was found that 65.5% of the sample of 9th grade schoolchildren out of 200 people were dominated by the emotions of joy, 13% – by sadness, 11.5% by fear and 10% by anger. The level of high emotionality was recorded among 35 stu- dents in the sample, which is 17.5% of students. The training program included four sessions. Key words: emotions, emotional skills, self-cognition lessons, diagnostics of students, self-regulation of emotions.

SPOR DUYGU ÖLÇEĞİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

The purpose of this study was to test the reliability and validity of Turkish version of Sport Emotion Questionnaire (SEQ) for athletes. One hundred and nine males (Mage=22.69±6.70) and 82 females (Mage=20.63±5.80), totally 191 athletes (Mage=21.81±6.40) voluntarily participated in this study. SEQ is a five point likert scale and includes 22 items. SEQ assess emotions before and during competition of athletes on five subscales - Anger, Anxiety, Dejection, Excitement, Happiness-. Confirmatory factor analysis was used to test the construct validity and Pearson Product Moment Correlation analysis was used to test the correlation between Positive and Negative Affect Schedule (PANAS) and SEQ for convergent and divergent validity. In addition, Cronbach Alpha internal reliability coefficients were computed for each subscales to test the reliability. Confirmatory factor analysis revealed that the construct validity of the Turkish scale was consistent with the original five-factor structure of the SEQ (χ2/df= 1.383, GFI= 0.886, CFI= 0.953, RMR= 0.049, RMSEA= 0.045). Item factor loadings were ranged between 0.49 and 0.85. Pearson correlation analysis revealed significant positive relationship of negative affect with Anxiety (r=0.15, p<0.05), Dejection (r=0.29, p<0.01) and Anger (r=0.26, p<0.01). On the other hand, Excitement and Happiness were negatively correlated with Negative Affect. Excitement and Happiness were positively correlated with Positive Affect. Internal consistency of the subscales was ranged between 0.77 (Anxiety) and 0.87 (Excitement). It can be concluded that five-factor model of the SEQ is appropriate for measuring emotions before and during competition in Turkish athletes.

Technology-Enhanced Reading Therapy for People With Aphasia: Findings From a Quasirandomized Waitlist Controlled Study.

Purpose This study investigated the effects of technology-enhanced reading therapy for people with reading impairments, using mainstream assistive reading technologies alongside reading strategies. Method The study used a quasirandomized waitlist controlled design. Twenty-one people with reading impairments following stroke were randomly assigned to receive 14 hr of therapy immediately or after a 6-week delay. During therapy, participants were trained to use assistive reading technology that offered a range of features to support reading comprehension. They developed skills in using the technology independently and in applying the technology to their personal reading goals. The primary outcome measure assessed reading comprehension, using Gray Oral Reading Test-Fourth Edition (GORT-4). Secondary measures were as follows: Reading Comprehension Battery for Aphasia-Second Edition, Reading Confidence and Emotions Questionnaire, Communication Activities of Daily Living-Second Edition, Visual Analog Mood Scales, and Assessment of Living With Aphasia. Matched texts were used with the GORT-4 to compare technology-assisted and unassisted reading comprehension. Mixed analyses of variance explored change between T1 and T2, when the immediate group had received therapy but the delayed group had not, thus serving as untreated controls. Pretherapy, posttherapy, and follow-up scores on the measures were also examined for all participants. Results GORT-4 results indicated that the immediately treated group improved significantly in technology-assisted reading following therapy, but not in unassisted reading. However, the data were not normally distributed, and secondary nonparametric analysis was not significant. The control group was unstable over the baseline, improving significantly in unassisted reading. The whole-group analysis showed significant gains in assisted (but not unassisted) reading after therapy that were maintained at follow-up. The Reading Confidence and Emotions Questionnaire results improved significantly following therapy, with good maintenance of change. Results on all other secondary measures were not significant. Conclusions Technology-assisted reading comprehension improved following the intervention, with treatment compensating for, rather than remediating, the reading impairment. Participants' confidence and emotions associated with reading also improved. Gains were achieved after 14 therapy sessions, using assistive technologies that are widely available and relatively affordable, meaning that this approach could be implemented in clinical practice.