Strengthening School Connectedness to Increase Student Success
Category: Student Well-Being
Instrument Overview
The 24‐item Emotion Regulation Checklist taps both prevalent emotional expressiveness and the product aspect of emotion regulation: that is, it targets processes central to emotionality and regulation, including affect lability, intensity, valence, flexibility, and contextual appropriateness of expressiveness (Shields & Cicchetti, 1997; Shields et al., 2001). The Lability/Negativity subscale is comprised of items representing a tack of flexibility, mood lability, and dysregulated negative affect; sample items include "Exhibits wide mood swings," and "Is prone to angry outbursts?' The Emotion Regulation subscale includes items describing situationally appropriate affective displays, empathy, and emotional self‐awareness; sample items include "Is empathic toward others," and "Can say when s/he is feeling sad, angry or mad, fearful or afraid."
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Topic
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Keywords
Self Management
Respondent
Parent,
Teacher
Access and Use
Setting
Classroom
Psychometrics (additional guidance)
Psychometric References
Shields, A., & Cicchetti, D. (1997). Emotion regulation in school‐age children: The development of a new
criterion Q‐sort scale. Developmental Psychology, 33, 906‐916.
Shields, A., Dickstein, S., Seifer, R., Guisti, L., Magee, K. D., & Spritz, B. (2001). Emotional competence and early
school adjustment: A study of preschoolers at risk. Early Education and Development, 12, 73‐96.
