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Emotional Arousal and Regulation: Further Evidence of the Validity of the “How I Feel” Questionnaire for Use With School‐Age Children
Author(s) -
Ciucci Enrica,
Baroncelli Andrea,
Grazzani Ilaria,
Ornaghi Veronica,
Caprin Claudia
Publication year - 2016
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12370
Subject(s) - psychology , developmental psychology , confirmatory factor analysis , clinical psychology , scale (ratio) , arousal , concurrent validity , internal consistency , psychometrics , social psychology , structural equation modeling , statistics , physics , mathematics , quantum mechanics
BACKGROUND The ability to understand and manage emotional experience is critical to children's health. This study confirmed the validity of the How I Feel ( HIF ) Questionnaire, a measure of children's emotional arousal and regulation, exploring its associations with measures of emotional and social functioning. METHODS The sample was comprised of 1379 Italian students (aged 8 to 12 years) who attended schools interested in the study aims. Participants completed the 30‐item HIF scale, and measures of emotional self‐efficacy and social desirability (SD). Factor structures were assessed using confirmatory factor analysis. Invariance by age and gender, internal consistency, temporal stability, and concurrent validity were also tested. RESULTS A 3‐factor model was identified: frequency and intensity of (1) positive emotion – PE (8 items, α = .82), (2) negative emotion – NE (12 items, α = .86), and (3) positive and negative emotion control – EC (10 items, α = .77). This factor structure was invariant across age and gender groups. The HIF displayed moderate longitudinal stability over a 15‐month period and a low social desirability effect. Positive emotion was positively associated with social acceptance and visibility, and negatively with social withdrawal. CONCLUSIONS The HIF is a reliable and valid measure for research and school intervention promoting students' emotional and mental health.