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Rasch Derived Teachers' Emotions Questionnaire

机译：Rasch衍生的教师情感问卷

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摘要

The purpose of this research was to estimate the reliability of the scores produced from and validity of the inferences drawn from the revised 90-item Teachers' Emotion Questionnaire consisting of three measures: frequency of emotional expressivity, self-efficacy for regulation of emotional expressivity when teaching, and self-efficacy for regulation of context-specific emotional expressivity. A void exists in an instrument assessing teachers' regulation and communication of their emotions. One-hundred seventeen practicing teachers participated in this study at Time 1 and 46 at Time 2. Rasch rating scale analyses indicated sufficient item and person separation and reliability and some support for the construct validity of the inferences drawn from the measures. Test re-test reliability for the person estimates was supported for all three measures over a four-week period: r =.592, p < .001, r = .473, p < .01, and r =.641, p < .001, respectively. Concurrent validity for the self-efficacy for regulation of emotional expressivity when teaching measure with the re-appraisal and suppression sub-scales on the Emotional Regulation Questionnaire (Gross and John, 2003) was supported at Time 1. Modifications to rating scales and future directions for assessing teachers' emotions based on these results are discussed.
机译：这项研究的目的是评估由修订后的90项教师情感问卷所得出的分数的可靠性和推论的有效性，该问卷包括以下三个量度：情绪表达的频率，自我效能调节时的情绪表达教学和自我效能感，以调节特定情境的情感表现力。在评估教师对他们情绪的调节和沟通的工具中存在空白。在时间1和时间46，一百零七名实践教师参加了这项研究。Rasch评分量表分析表明，项目和人员之间的分离度和可信度足够，并且对根据这些措施得出的推论的构造效度提供了支持。在四个星期内，所有这三个量度均支持对人员估计的重新测试信度：r = .592，p <.001，r = .473，p <.01，r = .641，p <分别为.001。在时间1上支持在情绪调节问卷中使用重新评估和抑制子量表进行教学测量时，自我效能调节情绪表达的并发效度（Gross和John，2003）。讨论了基于这些结果评估教师情绪的方法。

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