The Emotion Regulation Questionnaire: Validation and Psychometric Properties in Kuwaiti TeachersAuthor(s): Sheikha Nasser Alazmi and Ashraf Atta Mohamed Safein Salem*
This study evaluated the internal consistency and factor structure of the Kuwaiti version of the 10-item Emotion Regulation Questionnaire (ERQ), and its relation to demographic variables, teacher burnout, and psychological stress. The ERQ has two subscales measuring an individual’s use of cognitive reappraisal and expressive suppression as emotion regulation strategies. A random non-referred sample of parents of 1733 teachers in the mainstream school teachers in the state of Kuwait completed the ERQ and other scales. The results indicated adequate internal consistencies (Cronbach’s alpha) of the two subscales (cognitive reappraisal .88; expressive suppression.73). Confirmatory factor analysis resulted in close to acceptable fit (RMSEA=0.110;CFI=0.875; GFI=0.916). The ERQ cognitive reappraisal scale correlated negatively with both perceived stress; helplessness (r=-.127**,p<.000), self-efficacy (r=-.103**,p<.000). Also, it is negatively correlated with Positive-Difficulty identifying feelings (P-DIF) (r=- .131**,p<.000), Positive-Difficulty describing feelings (r=-.036,p<.131),General-Externally Oriented Thinking (G-EOT), (r=-.096**,p<.000). However, expressive suppression is positively correlated with perceived stress subscales and the subscales of alexithymia. To conclude, this study showed the adequate reliability and construct validity of the ERQ in a large sample of Kuwaiti teachers. Specific use of suppression or reappraisal as an emotion regulation strategy was related to job satisfaction, quality of work environment, and employment of adequate discipline strategies in the expected direction.