Document Type : Research Paper
Authors
1
Associate Professor of Educational Sciences, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili. Ardabil. Iran.
2
Assistant Professor of Clinical Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
3
Ph.D of Educational Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili. Ardabil. Iran
10.22098/jsp.2024.8648.4747
Abstract
Objective: The aim of the present study was to investigate the validity, reliability, and factor structure of the short version of the difficulty in emotion regulation questionnaire (DERS-16) in students.
Methods: The statistical population of this study included all high school students in District 1 of Ardabil City in the academic year 2021-2022 (12196 students). 380 people were selected by sampling methods available through the Internet (Shad program). The Depression, Anxiety, and Stress Scale (DASS-21) and the psychological flexibility questionnaire were used to calculate convergent and discriminant validity. The construct validity was examined through confirmatory factor analysis. Reliability was performed using Cronbach's alpha method and retesting.
Results: The results of confirmatory factor analysis, as in the original form, confirmed five factors: lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions. Also, Cronbach's alpha coefficient for the whole scale is 0.84, and for the subscales of lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions, they were equal to 0.90, 0.84, 0.86, 0.85, and 0.87, respectively. In addition, the four-week retest coefficient for the whole questionnaire was 0.72, and the subscales of lack of emotional clarity, difficulties controlling impulsive behaviors, difficulties engaging in goal-directed behaviors, limited access to effective emotion regulation strategies, and nonacceptance of negative emotions were equal to 0.68, 0.80, 0.69, 0.82, and 0.77, respectively. Also, correlation coefficients indicated favorable convergent and discriminant validity of the questionnaire (P<0/001).
Conclusion: According to the obtained results, it can be said that the difficulty in emotion regulation questionnaire (DERS-16) is a reliable and valid scale for measuring the difficulty in emotion regulation in students.
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