Psychometric Properties of the Regulatory Emotional Self-efficacy scale in a Sample of High-school Students

Emotions are vital phenomenons in each organism and regulating those emotions is an important issue for mental health and well-being. In another hand, human beliefs affect his life and this point of view make “Self-efficacy” an important construct. Considering the great importance of self-efficacy beliefs in emotion regulation across students’ life span, the present study was aimed to investigate the psychometric properties of the Regulatory Emotional Self-efficacy Scale (RESE) which was designed by Bandura & colleqgues. Participants were 291 high-school students in Shiraz. They were selected based on stratified-cluster sampling. 160 girls and 130 boys filled the ERAS. To investigate the construct validity of the questionnaire exploratory factor analysis with Varimax rotation was performed using SPSS (V. 20). Measures of sampling adequacy were satisfying. EFA revealed two factors, perceived self-efficacy in managing negative emotions & perceived self-efficacy in expressing positive emotions which explain 36 percent of variance. In addition, the obtained Chronbach’s alpha was 0.70 and it was revealed that RESE is reliable to be used in Iran. For second order factor analysis, confirmatory factor analysis was performed using AMOS. The results indicated two subscales of regulating negative emotions factor and it was the same with the source model. In general, the results revealed that regulatory emotional self-efficacy scale is a reliable and valid measure to be used for Iranian high-school students and it can be use for clinical and research purposes.