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Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJ IMPACT FACTOR 2021: 7.278, www.srjis.com PEER REVIEWED & REFEREED JOURNAL, DEC-JAN, 2022, VOL-10/49

STANDARDIZATION OF EMOTION REGULATION SCALE Linisha C K1 & Fathimajaseena M P M2, Ph. D. 1

Research Scholar, Farook Training College, University of Calicut.

Assistant Professor, Farook Training College, University of Calicut.

Paper Received On: 25 JAN 2022 Peer Reviewed On: 31 JAN 2022 Published On: 1 FEB 2022 Abstract Education that is imparted today focus on the cognitive aspect and little importance to the affective domain. Emotion regulation is the ability to modify the experience and expressions of emotions (Gross & Thompson 2007).In a classroom situation positive emotions, feedback and rewards facilitate better learning. Jurist proposed an innovative theoretical aspects on emotion regulation, which put forward theory of mind or mentalisation as a central idea of it. Regulatory process of emotion takes an account in mentalisation .This theory focus on affectively regulating or modulating an emotion relies on Theory of Mind. There are three aspects of mentalized affectivity, Identifting, Processing and Expressing. This paper discussed validity, reliability and item analysis of Emotion regulation scale in the light of Mentalized affectivity Theory. Emotion regulation plays a major role in adolescent ability to handle every day stressors and the way in which they response to these stressors can result in the development of depression, anxiety or anger management problems. Keywords-Emotion regulation, Mentalization, Identifying, Processing, Expressing Scholarly Research Journal's is licensed Based on a work at www.srjis.com

INTRODUCTION Education is the continuous process in life .It is widely understood as an important factor for social mobility. Education that is imparted today focus on the cognitive aspect and little importance to the affective domain. Gandhiji quoted that education is not worthy in this context as education is a process of drawing the best of a child and man. So cognitive, affective and psychomotor domains are important for physical and mental wellbeing of a person. The word emotion is etymologically derived from the Latin word Emovero which means to stir up agitate or excite. Emotion is moved or stirred up state of feeling that is how it appears to the individual himself .It is disturbed muscular and glandular activity that is how it appears to the external observer .There are two types of emotions in human emotion. Positive emotions such as happiness, love, sympathy, empathy etc. Negative emotions such as Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language

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unhappiness, anger, anxiety and jealousy etc. Feeling positive emotions also can help in seeing problem solving options and finding cues for good decision making. Goleman (1995) Emotions as a feeling and its distinctive thought, psychological and biological states and ranges of propensities to act. So regulation of emotion is very important process for the development of mood disorders. Emotion regulation is the ability to modify the experience and expressions of emotions (Gross & Thompson 2007).In a classroom situation positive emotions, feedback and rewards facilitate better learning. Using emotion regulation strategies to enhance positive emotion is an effective approach in educational settings. Current theories gave not much importance to mentalisation or Theory of mind. The present research based on the theory of Metalized Affectivity. This theory integrate researches on emotion regulation and various prior theories of emotion regulation ‘.Emotion regulation a wide ranging term that describes explicit and implicit process that involves monitoring, evaluating, altering and modulating emotions.’ THEORETICAL ASPECTS In modern technological world Emotion regulation is one of the important area in educational field .There are several theories to understand the regulatory process of emotion. All these theories gave importance to specific aspects of emotion regulation. Current theories gave not much importance to mentalisation or Theory of mind. The present research based on the theory of Metalized Affectivity. This theory integrate researches on emotion regulation and various prior theories of emotion regulation ‘.Emotion regulation a wide ranging term that describes explicit and implicit process that involves monitoring, evaluating, altering and modulating emotions.’ Jurist proposed an innovative theoretical aspects on emotion regulation, which put forward theory of mind or mentalisation as a central idea of it. Regulatory process of emotion takes an account in mentalisation .This theory focus on affectively regulating or modulating an emotion relies on Theory of Mind. Through mentalisation, individuals can manage, alter or change the emotions of their own. Mentalisation referred as the ability to reflect on once thought and feelings. All these feelings and thoughts were mentalised. All the childhood experiences, current experiences or a particular context In which people involved were included in the mentalisation process. Self-awareness about once own thought and feelings, past experiences all these together helps to understand the emotions and to know how to regulate emotions in future. Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language

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There are three aspects for mentalised affectivity. Identifying, Processing and Expressing. Identifying is the basic level or lower level of emotion regulation A person identify his own emotions on the basis of once own personal history. eg. Why I am angry with others. Processing is the second aspect of emotion regulation in mentalised affectivity theory. Processing is the modulation or regulation of emotions. Duration and intensity of is different in different persons .Processing is followed by expressing, which is the third aspects of emotion regulation. Expressing is the process of expressing once thought and feelings both externally and inwardly.”’These three elements are tied to a person’s sense of agency with emotions, with identifying, there is the dawning of a sense of agency with the expressing the result or manifestations of agency’.’The chart begins with biological bases (genetics and dispositional traits) at the top, following biological bases is childhood development, specifically within childhood development is attachment formation, the development of theory of mind and mentalisation.”(17) And the development of cognitive and affective schemas.(18)After the previous experience are the three delineated aspects of metalized affectivity, interpersonal interaction with others and the environment. People got feedback from others and experiences from new situations. Studies related to emotion regulation Simon, Sebastian and Hages (2017) conducted a study in the area of mindfulness and emotion regulation. They discussed interplay of top-down and bottom up emotion regulation with different models of mindfulness. They distinguished different strategies of emotion regulation and proposed mindful emotion regulation strategy in psychotherapy Ewa and Malgorzata (2018) conducted a study based on cognitive emotion regulation strategies and its relationship with anxiety and depression. The study aimed to identify different emotion regulation strategies and their use in depression and anxiety disorders. Anxiety, depression and cognitive emotion regulation questionnaire were taken as tools for collection of data.1632 participants were chosen and regression analysis was conducted. They also revealed that reactive arousal anxiety was not related to any type of cognitive emotion regulation strategies. There existed relationship between depression, self blame and refocus on planning based on sex but a small effect was presented Anne and Edouard (2018) did a study in emotion regulation in adolescents. They discussed age differences in emotion regulation and emotion specific patterns of emotion regulation. They examined emotion specific patterns and their role in effectiveness of reappraisal and Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language

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distraction strategies at 14 years old adolescents. The result of the study presented that emotional content modulated the effectiveness of reappraisal, but distraction was not considered. In the experimental set up 2, they examined effectiveness of reappraisal and distraction in the 12 yeas adolescents. Emotion regulation strategies were equalent for both age group. Galendam, and Derya (2021) conducted a study in the area of emotion regulation in Covid 19 situation. In Covid 19 pandemic period, authors stressed on anxiety symptoms among adolescents and also with their parents. They also studied parental cyberchondriasis and emotion regulation in adolescents on symptoms of anxiety disorder.155 adolescents and their parents were taken as a .sample for the study. Findings of the study revealed that parental cyberchondriasis and anxiety were showed variance in adolescence anxiety. Two dimensions of cyberchondriasis such as compulsion and distress together with anxiety predicted anxiety in parents in Covid 19 period. Preparation of Emotion regulation scale Emotion regulation scale was prepared based on the theory of mentalized affectivity. Statements were prepared based on three theoretical dimensions such as Identifying, Processing and Expressing. Positive and negative statements were included in each components.9 statements for identifying, 23 statements for processing and 23 statements for expressing.55 items were prepared. Participants and procedure Data collected by using emotion regulation scale. Secondary school students were the population of the study.370 samples were collected from three districts of Kerala. Data collected from Govt. schools of Calicut, Kannur and Malappuram districts. Item analysis A pilot study was conducted for tool standardization, respondents emotion regulation vary from 0 to 275 score. Resposes ranging from 0 to 5 for positive statements and wise versa for negative statements. The responses were arranged in ascending order, high and low groups were selected from top and bottom subjects. Likerts method was used for item analysis. t value of the sample were depicted as follows. Final emotion regulation scale consisted of 49 items .7 items were discarded from the draft tool.

Linisha C K & Dr. Fathimajaseena M P M

(Pg. 12131-12143) Item analysis of Emotion regulation scale

ITEM 01 ITEM 02 ITEM 03 ITEM 04 ITEM 05 ITEM 06 ITEM 07 ITEM 08 ITEM 09 ITEM 10 ITEM 11 ITEM 12 ITEM 13 ITEM 14 ITEM 15 ITEM 16 ITEM 17 ITEM 18 ITEM 19 ITEM 20 ITEM 21 ITEM 22 ITEM 23

group

Mean

Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower

100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

4.4700 4.1700 3.9100 3.0700 3.4100 3.7500 3.0700 2.8400 3.6000 2.4500 1.6300 2.1000 2.7300 1.9100 1.5500 2.1000 4.8900 2.5700 4.5000 2.5900 3.9300 2.7600 3.7300 3.3200 1.4200 1.8800 4.4400 3.8100 4.8000 3.9300 3.9600 2.6800 4.5500 3.8200 3.9300 3.3200 4.6300 3.7000 4.5700 3.4400 4.6800 3.8800 4.7600 1.9600 3.6300 3.1400

Std. Deviation .78438 1.19810 1.15553 1.36519 1.45015 1.40974 1.65910 1.49558 1.37069 1.39534 1.05078 1.48732 1.65667 1.28782 1.10440 1.48732 .34510 1.67124 .93744 1.50484 1.22479 1.23190 1.36222 1.32482 .90095 1.16584 1.05715 1.41917 .44947 1.43727 1.37745 1.43464 .93609 1.44516 1.19979 1.58834 .83672 1.41064 1.07548 1.67766 .56640 1.35795 .83024 1.37010 1.28437 1.55063

t value 2.095 4.696 1.681 1.030 5.879 2.581 3.908 2.969 13.595 10.773 6.735 2.158 3.122 3.560 5.777 6.436 4.240 3.064 5.670 5.670 5.437 17.478 2.434

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(Pg. 12131-12143) ITEM 24 ITEM 25 ITEM 26 ITEM 27 ITEM 28 ITEM 29 ITEM 30 ITEM 31 ITEM 32 ITEM 33 ITEM 34 ITEM 35 ITEM 36 ITEM 37 ITEM 38 ITEM 39 ITEM 40 ITEM 41 ITEM 42 ITEM 43 ITEM 44 ITEM 45 ITEM 46 ITEM 47 ITEM 48 ITEM 49

100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

4.3700 3.8400 4.2400 3.2200 4.6800 3.8400 2.0300 2.6000 3.1600 2.1500 4.1000 2.5400 4.2700 2.6600 2.4500 2.3500 4.3900 3.3300 4.6100 3.2500 4.3400 3.3700 3.1400 2.5600 2.2700 2.1400 4.5800 2.7000 4.2400 3.5900 3.7900 2.5500 1.7700 1.8900 4.3300 2.3300 4.2300 3.7000 4.4700 3.2100 4.1800 2.7200 4.3500 2.4000 1.5800 1.9200 4.7600 4.0000 4.0800 2.2900 3.9600

.97084 1.32360 1.22367 1.58005 .73691 1.38331 1.32920 1.47710 1.33878 1.19236 1.14150 1.36641 1.10878 1.56489 1.65983 1.38078 1.08148 1.40745 .82749 1.50672 1.07516 1.52855 1.44963 1.44474 1.39881 1.42148 1.03651 1.73205 1.20705 1.46401 1.49946 1.45904 1.17082 1.23005 1.20651 1.56383 .93046 1.48051 .95827 1.62863 .99879 1.58325 1.20080 1.56992 1.02671 1.40475 .69805 1.42134 1.30019 1.55242 1.30206

3.229 5.104 5.359 2.868 5.634 8.762 8.395 .463 5.972 7.912 5.190 2.834 .652 9.314 3.426 5.927 .707 10.126 3.031 6.668 7.799 9.866 1.95 4.799 8.840 6.500

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ITEM 50 ITEM 51 ITEM 52 ITEM 53 ITEM 54 ITEM 55

Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower Upper Lower

100 100 100 100 100 100 100 100 100 100 100 100 100

2.6700 4.4100 3.6800 4.7400 3.4600 4.5400 3.6600 3.3500 2.7300 3.3900 2.9500 2.3400 2.1300

1.49784 .98571 1.51677 .79924 1.67223 .75772 1.49220 1.64148 1.51661 1.42768 1.62912 1.60944 1.45404

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4.036 6.906 5.258 2.774 2.031 .968

Cronbachs alpha - .772 Validity of the Emotion regulation scale Validity defined as degree to which all the accumulated supports the intended interpretation of test scores for the proposed purpose. Draft tool was submitted to experts in the field of education .Necessary changes were made in draft tool. Through this face validity was ensured. Content and construct validity were ensured by using theoretical dimensions. Reliability of the Emotion regulation scale Second essential characteristics of the data refers consistency of the research tool. Reliability of the tool was established by correlating test scores with themselves. Test retest reliability was established by using Cronbach alpha.772 Implication of Emotion regulation The newly developed Emotion regulation scale can be very useful for educational researchers and in clinical psychology. By using this scale, a person can identify what type of emotions he have and what kind of problems related to emotions .Studies revealed that high identifying components and low processing components were the risk of emotional problems in children. So theoretical background of emotion was very helpful in educational psychology. Emotion regulation plays a major role in adolescent ability to handle every day stressors and the way in which they response to these stressors can result in the development of depression, anxiety or anger management problems. 

Development of adequate regulation of emotion is important in the development of social competence and psychopathology. The ability to appropriately express, manage ,identify and responds to emotion is necessary for social competence.

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The person who skilled in emotion regulation are more socially desirable, better handling conflicts and have better interpersonal skills.



Lack of emotion regulation skill affects a child’s ability to be social and result in developing psychological disorders.



Knowledge about how student regulate emotions according to their developmental stage and background can help educator’s better scaffold and manage their class room to enhance learning.



Educators and care givers can regulate negative emotions in the children.



Teacher can help adolescent students from bad effect of their peer through regulating their emotions.

Conclusion Positive emotions can enhance learning .It is also necessary for mental health. Emotion regulation affects social relationship. A person must be able to appropriately express his or her emotions, monitor and respond to emotions when interacting with others. Poor emotion regulation has negative effect on learning outcomes and social relationship, which may result in depression, anxiety and externalizing ie, conduct disorders, and social problems. This paper discussed about Metalized affectivity theory of emotion regulation and development and standardizations of emotion regulation scale..By using this emotion regulation scale teachers can identify what kind of problems in their children related to emotions. Using positive emotion regulation strategies to enhance positive emotions in children. For adolescent student, identifying, processing and expressing emotions in a positive way are important for social life. Items in draft tool 1.I can adjust my mental state according to the situation 2.In cases where I feel uncomfortable, I do not try to control my behavior 3. Problems associated with my studies also hurt my mind. 4. I don’t feel intimidated during exams. 5. During exams, even small things disturbs my mind. 6. If I make a mistake, I do not attempt to correct myself. 7. I tend to think and regret about problems with my friends. 8. I do not accept any advice from parents and teachers 9. I am often interested in engaging in bad relations with classmates. Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language

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10. I do not try to understand the pros and cons of any activity before engaging in it. 11. Overuse of social media affects my emotional state. 12. I do not believe that every problem faced during school life must be addressed. 13. I understand that I am completely responsible for any failure in my life. 14. When I take a leave of absence due to any illness, I do not try to figure out the missing lessons. 15. I try to appreciate my friends that help me during my problems 16. I do not feel any regret when my parents disagree to excursions due to financial problems. 17. I try to overcome my difficulties to reach my goal. 18. I do not value happy experiences more than difficulties. 19. I try to reach my goal by overcoming my difficulties. 20. I do not try to be punctual even after I am scolded by the teacher for being late. 21. I tend to show excitement in anything associated with my studies. 22. I do not tend to live without a bad name in the society. 23. I think and worry about the mistakes I make in my life. 24. When a problem arises, I take other’s advice as a solution. 25. I do not tell my emotional difficulties to anyone else. 26. I try to complete anything associated with my studies properly. 27. I do not plan necessary learning activities to achieve high marks in each exam. 28. I think my lack of focus is the reason for my lower marks in examinations. 29. I do not try to mindfully organize day to day activities and engage in refreshing activities. 30. I often select the courses to study according to the future job opportunities 31. I do not blame my teachers for my lower marks in examinations. 32. My parents’ lack of attention affects my studies. 33. I am backward in my studies because of the problematic atmosphere in my home. 34. My family’s financial crisis affects my studies. 35. I don’t believe that lack of teachers’ encouragement and support affects my life. 36. I feel sad sometimes when my friends isolate me. 37. I do not try to stay away from various bad activities that my friends engage in. 38. I respond whenever I get scolded by my parents. 39. I cannot control the distracting thoughts that come to my minds while studying. Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language

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40. I am able to solve problems between my friends and take good decisions 41. I do not have any idea about the social and emotional problems caused by drugs and drug abuse. 42. I try to pay attention to things happening in the society. 43. I do not try to learn the matters related to road safety and to pass it to others 44. I participate in activities associated with feminism, social security and charitable activities. 45. I do not sense that everything in life has both good and bad sides. 46. I try to gain knowledge from every experience and move forward. 47. I think that both joy and sorrows are parts of life. 48. I do not respond when my mother scold me due to my misbehavior. 49. Even smaller sorrows distract me from my studies. 50. I set my mind to overcome any accidents and disasters ahead 50. I set my mind to overcome any accidents and disasters ahead. 51. I do not feel empathy and kindness towards the sick. 52. I try and help people affected by natural calamities . 53. I do not feel tensed when out of textbook questions comes in examinations. 54. I respond when I see someone cheating in exams. 55. I do not feel sad when the teacher punishes my friend for not doing the homework Items in Emotion Regulation scale 1.I can adjust my mental state according to the situation 2. In cases where I feel uncomfortable, I do not try to control my behavior 3. During exams, even small things disturbs my mind. 4. If I make a mistake, I do not attempt to correct myself. 5. I tend to think and regret about problems with my friends. 6. I do not accept any advice from parents and teachers 7. I am often interested in engaging in bad relations with classmates. 8. I do not try to understand the pros and cons of any activity before engaging in it. 9. Overuse of social media affects my emotional state. 10. I understand that I am completely responsible for any failure in my life. 11. When I take a leave of absence due to any illness, I do not try to figure out the missing lessons. Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language

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12. I try to appreciate my friends that help me during my problems 13. I do not feel any regret when my parents disagree to excursions due to financial problems. 14. I try to overcome my difficulties to reach my goal. 15. I do not value happy experiences more than difficulties. 16. I try to reach my goal by overcoming my difficulties. 17. I do not try to be punctual even after I am scolded by the teacher for being late. 18. I tend to show excitement in anything associated with my studies. 19. I do not tend to live without a bad name in the society. 20. I think and worry about the mistakes I make in my life. 21. When a problem arises, I take other’s advice as a solution. 22. I do not tell my emotional difficulties to anyone else. 23. I try to complete anything associated with my studies properly. 24. I do not plan necessary learning activities to achieve high marks in each exam. 25. I think my lack of focus is the reason for my lower marks in examinations. 26. I do not try to mindfully organize day to day activities and engage in refreshing activities. 27. I often select the courses to study according to the future job opportunities 28. My parents’ lack of attention affects my studies. 29. I am backward in my studies because of the problematic atmosphere in my home. 30. My family’s financial crisis affects my studies. 31. I don’t believe that lack of teachers’ encouragement and support affects my life. 32. I do not try to stay away from various bad activities that my friends engage in. 33. I respond whenever I get scolded by my parents. 34. I cannot control the distracting thoughts that come to my minds while studying. 35. I do not have any idea about the social and emotional problems caused by drugs and drug abuse. 36. I try to pay attention to things happening in the society. 37. I do not try to learn the matters related to road safety and to pass it to others 38. I participate in activities associated with feminism, social security and charitable activities. 39. I do not sense that everything in life has both good and bad sides. 40. I think that both joy and sorrows are parts of life. Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language

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41. I do not respond when my mother scold me due to my misbehavior. 42. Even smaller sorrows distract me from my studies. 43. I set my mind to overcome any accidents and disasters ahead 44. I set my mind to overcome any accidents and disasters ahead. 45. I do not feel empathy and kindness towards the sick. 46. I try and help people affected by natural calamities 47. I do not feel tensed when out of textbook questions comes in examinations. 48. I respond when I see someone cheating in exams. 49. I understand that I am completely responsible for any failure in my life. REFERENCES Gross J. J. (1998a). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74, 224– 237. Gross J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26 (1), 1–26. Aldao A., Nolen-Hoeksema S., & Schweizer S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217–237. https://doi.org/10.1016/j. cpr.2009.11.004 PMID: 20015584 Gratz K. L., & Roemer L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41– 54. Gross J. J., & Thompson R. A. (2007). Emotion regulation: Conceptual foundations. In Gross J. J.(Ed.), Handbook of Emotion Regulation. New York: Guilford Press. Waters S. F., Virmani E. A., Thompson R. A., Meyer S., Raikes H. A., & Jochem R. (2010). Emotion regulation and attachment: Unpacking two constructs and their association. Journal of Psychopathology and Behavioral Assessment, 32(1), 37–47. https://doi.org/10.1007/s10862009-9163-z PMID: 20174446 Jurist E. L. (in press.). Minding emotions. New York: Guilford Press. Jurist E. L. (2005). Mentalized affectivity. Psychoanalytic Psychology, 22(3), 426. Eisenberg N., & Spinrad T. L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334–339. https://doi.org/10.1111/j.1467-8624.2004.00674.x PMID: 15056187 Gross J. J. (1998b). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271. Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language

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