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Incremental Validity of the Subscales of the Emotional Regulation Related to Testing Scale for Predicting Test Anxiety
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Feldt, Ronald; Lindley, Kyla; Louison, Rebecca; Roe, Allison; Timm, Megan; Utinkova, Nikola – Canadian Journal of School Psychology, 2015
The Emotional Regulation Related to Testing Scale (ERT Scale) assesses strategies students use to regulate emotion related to academic testing. It has four dimensions: Cognitive Appraising Processes (CAP), Emotion-Focusing Processes (EFP), Task-Focusing Processes (TFP), and Regaining Task-Focusing Processes (RTFP). The study examined the factor…
Descriptors: Self Control, Test Anxiety, Metacognition, Factor Structure
Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement
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Villavicencio, Felicidad T.; Bernardo, Allan B. I. – British Journal of Educational Psychology, 2013
Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…
Descriptors: Academic Achievement, Correlation, Questionnaires, Emotional Response