Abstract
Research on emotion regulation in East Asian children and adolescents is limited. One obstacle hindering the development of emotion regulation for East Asian children and adolescents is the lack of a culturally sensitive measure. To fill this gap, we have developed and validated the Emotional Cultivation Scale using samples of Taiwanese children and adolescents. In Study 1, an exploratory factor analysis (n = 341) identified two factors: Cultivating Emotion Strategies and Understanding Emotion Connotations. A confirmatory factor analysis (n = 358) confirmed this two-factor structure. Coefficient αs were.69 to.88 for Emotional Cultivation. Convergent validity was evidenced by positive associations with cognitive reappraisal and cognitive flexibility. Discriminant validity was supported by a nonsignificant association with suppression. Concurrent validity was revealed by positive associations with positive affect, basic psychological need satisfaction, gratitude, responsiveness from teachers, responsiveness from parents, and academic self-efficacy. Incremental validity was evidenced by the finding that emotional cultivation significantly accounted for an additional 2 to 20% of the variance in predicting cognitive flexibility, positive affect, basic psychological need satisfaction, gratitude, responsiveness from teachers, responsiveness from parents, and academic self-efficacy above and beyond cognitive reappraisal and suppression. Results from the multigroup analysis further indicated factor loading invariance and validity invariance between boys and girls and between elementary and middle schools. The factor structure was cross-validated by a clinical sample of Taiwanese children and adolescents (N = 161) and their parents in Study 2 (N = 159). The counseling implications were discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 409-423 |
| Number of pages | 15 |
| Journal | Journal of Counseling Psychology |
| Volume | 66 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2019 Jul |
Fingerprint
Keywords
- Adolescence
- Elementary and middle school
- Emotion regulation
- Emotional cultivation
- Scale development
ASJC Scopus subject areas
- Social Psychology
- Clinical Psychology
- Psychiatry and Mental health
Cite this
The development and validation of the emotional cultivation scale : An East Asian cultural perspective. / Wang, Li Fei; Wei, Meifen; Koay, Evelyn Yan Yi; Lo, Ming Hua; Lee, Ming Yang.
In: Journal of Counseling Psychology, Vol. 66, No. 4, 07.2019, p. 409-423.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The development and validation of the emotional cultivation scale
T2 - An East Asian cultural perspective
AU - Wang, Li Fei
AU - Wei, Meifen
AU - Koay, Evelyn Yan Yi
AU - Lo, Ming Hua
AU - Lee, Ming Yang
PY - 2019/7
Y1 - 2019/7
N2 - Research on emotion regulation in East Asian children and adolescents is limited. One obstacle hindering the development of emotion regulation for East Asian children and adolescents is the lack of a culturally sensitive measure. To fill this gap, we have developed and validated the Emotional Cultivation Scale using samples of Taiwanese children and adolescents. In Study 1, an exploratory factor analysis (n = 341) identified two factors: Cultivating Emotion Strategies and Understanding Emotion Connotations. A confirmatory factor analysis (n = 358) confirmed this two-factor structure. Coefficient αs were.69 to.88 for Emotional Cultivation. Convergent validity was evidenced by positive associations with cognitive reappraisal and cognitive flexibility. Discriminant validity was supported by a nonsignificant association with suppression. Concurrent validity was revealed by positive associations with positive affect, basic psychological need satisfaction, gratitude, responsiveness from teachers, responsiveness from parents, and academic self-efficacy. Incremental validity was evidenced by the finding that emotional cultivation significantly accounted for an additional 2 to 20% of the variance in predicting cognitive flexibility, positive affect, basic psychological need satisfaction, gratitude, responsiveness from teachers, responsiveness from parents, and academic self-efficacy above and beyond cognitive reappraisal and suppression. Results from the multigroup analysis further indicated factor loading invariance and validity invariance between boys and girls and between elementary and middle schools. The factor structure was cross-validated by a clinical sample of Taiwanese children and adolescents (N = 161) and their parents in Study 2 (N = 159). The counseling implications were discussed.
AB - Research on emotion regulation in East Asian children and adolescents is limited. One obstacle hindering the development of emotion regulation for East Asian children and adolescents is the lack of a culturally sensitive measure. To fill this gap, we have developed and validated the Emotional Cultivation Scale using samples of Taiwanese children and adolescents. In Study 1, an exploratory factor analysis (n = 341) identified two factors: Cultivating Emotion Strategies and Understanding Emotion Connotations. A confirmatory factor analysis (n = 358) confirmed this two-factor structure. Coefficient αs were.69 to.88 for Emotional Cultivation. Convergent validity was evidenced by positive associations with cognitive reappraisal and cognitive flexibility. Discriminant validity was supported by a nonsignificant association with suppression. Concurrent validity was revealed by positive associations with positive affect, basic psychological need satisfaction, gratitude, responsiveness from teachers, responsiveness from parents, and academic self-efficacy. Incremental validity was evidenced by the finding that emotional cultivation significantly accounted for an additional 2 to 20% of the variance in predicting cognitive flexibility, positive affect, basic psychological need satisfaction, gratitude, responsiveness from teachers, responsiveness from parents, and academic self-efficacy above and beyond cognitive reappraisal and suppression. Results from the multigroup analysis further indicated factor loading invariance and validity invariance between boys and girls and between elementary and middle schools. The factor structure was cross-validated by a clinical sample of Taiwanese children and adolescents (N = 161) and their parents in Study 2 (N = 159). The counseling implications were discussed.
KW - Adolescence
KW - Elementary and middle school
KW - Emotion regulation
KW - Emotional cultivation
KW - Scale development
UR - http://www.scopus.com/inward/record.url?scp=85064397870&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85064397870&partnerID=8YFLogxK
U2 - 10.1037/cou0000346
DO - 10.1037/cou0000346
M3 - Article
C2 - 30985169
AN - SCOPUS:85064397870
VL - 66
SP - 409
EP - 423
JO - Journal of Counseling Psychology
JF - Journal of Counseling Psychology
SN - 0022-0167
IS - 4
ER -