Examining the Psychometric Properties of the Homework Emotion Regulation Scale for High School Students

• In Event: Poster Session 3
  In Poster Session: Measuring, Assessing, and Fostering Metacognition and Self-Regulated Learning

Abstract

The current study presents a psychometric evaluation of the Homework Emotion Regulation Scale (HERS), consisting of two subscales for assessing students’ homework emotion regulation strategies. Based on the data from 915 high school students in China, confirmatory factor analyses were conducted on the scores of items relating to emotion management and cognitive reappraisal. The study found that the two-factor model (emotion management and cognitive reappraisal are factorially distinct) had a significant better fit than the one factor model (emotion management and cognitive reappraisal are factorially indistinct). In addition, emotion management and cognitive reappraisal were correlated with relevant measures (i.e., homework purposes, homework behaviors, and homework performance) in the theoretically expected directions.

Authors

• Jianzhong Xu, Mississippi State University

• Xitao Fan, University of Macau

• Jianxia Du, University of Macau

• Ruiping Yuan, Mississippi State University

• Hongyun Wu, Suzhou University of Science and Technology

• Guozhen Wu, Beijing Normal University