RESEARCH ARTICLE
Development and adaptation of the Emotion Regulation Skills Questionnaire for adolescents
Jennifer R. McCullen,
Scott P. Mirabile,
Shelby M. Wuertz,
Brandon G. Scott,
Corresponding Author
Jennifer R. McCullen
Department of Psychology, Montana State University, Bozeman, Montana, USA
Correspondence Jennifer R. McCullen, University of Puget Sound, 1500 N Warner St. Tacoma, WA 98416, USA.
Email: [email protected]
Search for more papers by this authorScott P. Mirabile
Department of Psychology, St. Mary's College of Maryland, St Mary's City, Maryland, USA
Search for more papers by this authorShelby M. Wuertz
Department of Psychology, Montana State University, Bozeman, Montana, USA
Search for more papers by this authorBrandon G. Scott
Department of Psychology, Montana State University, Bozeman, Montana, USA
Search for more papers by this authorJennifer R. McCullen,
Scott P. Mirabile,
Shelby M. Wuertz,
Brandon G. Scott,
Corresponding Author
Jennifer R. McCullen
Department of Psychology, Montana State University, Bozeman, Montana, USA
Correspondence Jennifer R. McCullen, University of Puget Sound, 1500 N Warner St. Tacoma, WA 98416, USA.
Email: [email protected]
Search for more papers by this authorScott P. Mirabile
Department of Psychology, St. Mary's College of Maryland, St Mary's City, Maryland, USA
Search for more papers by this authorShelby M. Wuertz
Department of Psychology, Montana State University, Bozeman, Montana, USA
Search for more papers by this authorBrandon G. Scott
Department of Psychology, Montana State University, Bozeman, Montana, USA
Search for more papers by this authorFirst published: 24 December 2023
Abstract
Introduction
The ability to effectively regulate one's emotions is important for adolescent mental health. However, extant assessments of how adolescents regulate their emotions can be expanded upon in several ways, including incorporating more strategies (e.g., cultural and spiritual) and positive emotions, and being informed by adolescents and expert consultation during the development process. Thus, our study aimed to improve the construct validity of an emotion regulation measure by adapting and refining the Emotion Regulation Skills Questionnaire (ERSQ) into an adolescent self-report.
Methods
We recruited 24 13–17-year-olds (12 males; 11 females; 1 gender fluid) via social media advertisement in the United States in 2020. We used an iterative qualitative approach in which we combined expert consultation, cognitive interviewing with adolescents, and top-down and bottom-up coding to review and provide feedback on the ERSQ.
Results
Findings of thematic analysis showed that a need for clarity in wording and inclusion of strategy examples across all sections of the ERSQ was needed. Adolescents also identified the need to replace the Silly/Excited section with a more age-appropriate positive emotion section.
Conclusion
Findings indicate cognitive interviewing can be successfully completed in a virtual format when necessary, youth utilize a wider range of strategies to maintain or upregulate positive emotions than what is represented in current measures, and use of qualitative methods may have reduced construct underrepresentation and construct-irrelevant variance in the adapted ERSQ.
Open Research
DATA AVAILABILITY STATEMENT
The data that support the findings of this study are available from the corresponding author upon reasonable request.
Supporting Information
| Filename | Description |
|---|---|
| jad12288-sup-0001-Appendix_A.docx17.8 KB | Supporting information. |
| jad12288-sup-0002-Appendix_B.docx18.4 KB | Supporting information. |
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
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