Abstracts
Résumé
Cet article présente deux études de validation de l’Emotion Regulation Question - naire (Gross & John, 2003) traduit en français et adapté à la situation de préparation d’un examen universitaire. Cet outil mesure l’utilisation de deux stratégies de régulation émotionnelle : la réévaluation cognitive (changer sa façon de penser une situation émotionnelle) et la suppression expressive (inhiber l’expression de l’émotion dans une situation émotionnelle). La première étude (1) confirme les qualités psychométriques de l’instrument et (2) explore les corrélations entre le score obtenu au test et les émotions académiques ressenties par les étudiants. La seconde étude (1) confirme les qualités psychométriques de l’instrument chez les deux sexes et (2) investigue les différences de genre dans les scores obtenus au test. L’adaptation de cet outil est prometteuse pour la communauté des chercheurs en éducation soucieuse d’approfondir la question de la régulation émotionnelle en situation d’apprentissage.
Mots-clés :
- régulation émotionnelle,
- réévaluation cognitive,
- suppression expressive,
- instrument de mesure,
- validation
Abstract
This article presents two validation studies of the Emotion Regulation Question - naire (Gross & John, 2003) translated into French and adapted to the situation of preparation for a university examination. This questionnaire measures the use of two strategies for emotion regulation: cognitive reappraisal (changing one’s way of thinking in an emotional situation) and expressive suppression (inhibiting one’s expressive behavior to an emotional situation). The first study (1) confirms the psychometric qualities of the questionnaire and (2) explores the correlations between the score obtained in the test and the academic emotions felt by the students. The second study (1) confirms the psychometric qualities of the questionnaire in relation to gender and (2) investigates gender differences in the scores obtained in the test. Adaptation of this questionnaire offers interesting possibilities for those in the educational research community who are interested in gaining a deeper understanding of emotion regulation in the learning situation.
Keywords:
- emotion regulation,
- cognitive reappraisal,
- expressive suppression,
- questionnaire,
- validity
Resumo
Este artigo apresenta dois estudos de validação do Emotion Regulation Questionnaire (Gross & John, 2003) traduzido em francês e adaptado à situação de preparação de um exame universitário. Este instrumento mede a utilização de duas estratégias de regulação emocional: a reavaliação cognitiva (mudar a sua maneira de pensar uma situação emocional) e a supressão expressiva (inibir a expressão da emoção numa situação emocional). O primeiro estudo (1) confirma as qualidades psicométricas do instrumento e (2) explora as correlações entre o resultado obtido no teste e as emoções académicas sentidas pelos estudantes. O segundo estudo (1) confirma as qualidades psicométricas do instrumento nos dois sexos e (2) investiga as diferenças de género nos resultados obtidos no teste. A adaptação deste instrumento é promissora para a comunidade de investigadores em educação preocupada em aprofundar a questão da regulação emocional em situação de aprendizagem.
Palavras chaves:
- regulação emocional,
- reavaliação cognitiva,
- supressão expressiva,
- instrumento de medida,
- validação
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Appendices
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