Children’s Emotion Regulation scale in Mathematics (CERS-M): Development and validation of a self-reported instrument

Hanin, Vanessa [UCL] Van Nieuwenhoven, Catherine [UCL]

Although emotions constitute a more recent object of research, they are known, like cognitive and motivational dimensions, as a major component of learning and academic performance (Ahmed, Minnaert, van der Werf & Kuyper, 2013 ; Hanin & Van Nieuwenhoven, 2016 ; Pekrun, 2006, 2014). Insomuch as emotions are regarded as a major component of the learning process in the same way as cognitive and motivational dimensions, it becomes necessary to be able to regulate them. In this respect, we investigated the strategies mostly used by fifth and sixth graders to regulate negative emotions when resolving mathematical problems. Among the various classifications of emotion regulation strategies proposed in the literature, we retained that of Mikolajczak (2009). Given the lack of an instrument grasping the particular set of strategies used by students, we designed a self-reported questionnaire: Childrens’ Emotion Regulation Strategies in Mathematics (CERS-M). There were 1380 5th and 6th graders from 23 Belgian schools who took part in this study. The validation of the CERS-M consisted of three steps. First, the exploratory factor analysis showcases six strategies explaining 42% of the total variance, i.e., emotional expression, help seeking, task focusing, short relaxation, emotional interiorization and dysfunctional avoidance. Let us note that the internal consistency of the scales was satisfying. Second, the fit indices resulting from the confirmatory factor analysis carried out, indicate that the model fits well with the data. Thirdly, the assessment of the validity and reliability of the questionnaire was good. In sum, the analyses revealed promising psychometric properties.