ArticleBMC psychology2025
Revision of the emotion and motivation self-regulation questionnaire in Chinese middle school students.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- Why does feedback work? Unpacking the serial mediation of emotion regulation and discourse skills in mathematics.Frontiers in psychology · 2026Article
- Psychometric evaluation of the e-cigarette knowledge, attitude, and practice questionnaire among young students: a structural equation modeling approach.Frontiers in public health · 2026Article
- Scale of employees' initiative for proactive health: development and validity testing.BMC psychology · 2025Article
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3 authors.
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Abstract
This study aims to revise the emotion and motivation self-regulation questionnaire(EMSR-Q) and test its validity among Chinese middle school students. A total of 780 middle school students were selected for item analysis based on the classical test theory (CTT) and multidimensional item response theory (MIRT) respectively and exploratory factor analysis. 615 middle school students were selected for confirmatory factor analysis and criterion validity test. The full sample was used for the reliability test. The results show that the Chinese version of EMSR-Q retains 19 items. The Pearson correlation coefficients and the corrected item-total correlation coefficients between each item and the total score of each dimension are greater than 0.4. The independent sample t-test for high and low groups was significant. The results of the confirmatory factor analysis support the second-order second-factor model of the English version of EMSR-Q. There are significant positive correlations between the dimension of the Chinese version of EMSR-Q and the dimensions of the relevant scale (p < 0.01). The internal consistency reliability coefficient ranged from 0.671 to 0.861 and the split-half reliability coefficients ranged from 0.726 to 0.809. The discrimination and difficulty of the 19 items are good, with the discrimination coefficients α of the items greater than 1.177 and the difficulty coefficient β range of the five options is within [-3,3]. The results show that the revised Chinese version of EMSR-Q indicators meets the psychometric requirements and can be used to measure the structure and characteristics of Chinese middle school students' emotion and motivation self-regulation. It can explore the possible influence of emotion and motivation self-regulation on academic development, which provides an important research tool for promoting the intervention research of emotion and motivation self-regulation, with a broad prospect of educational application.
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