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Akfırat, O.N. & Turan, O. (2021). Adapting the scale

of cognitive emotion regulation strategies for

children to Turkish: validity and reliability

studies. International Online Journal of

Education and Teaching (IOJET), 8(2). 904-915.

Received : 03.07.2021

Revised version received :-------------

Accepted : 15.10.2021

ADAPTING THE SCALE OF COGNITIVE EMOTION REGULATION

STRATEGIES FOR CHILDREN TO TURKISH: VALIDITY AND RELIABILITY

STUDIES

Research article

O. Nejat AKFIRAT https://orcid.org/0000-0002-6748-9539

Kocaeli University, Faculty of Education

nejat.akfirat@kocaeli.edu.tr

Correspondence:

Olgun TURAN https://orcid.org/0000-0003-2433-1878

Republic of Turkey Ministry of National Education

olgunturanpdr34@gmail.com

Biodatas:

Dr. O. Nejat Akfirat is a faculty member at Kocaeli University Faculty of Education,

Department of Guidance and Psychological Counseling. His fields of interest are

psychosocial development, and gender.

Olgun Turan is working as a psychological counselor at a secondary school in Istanbul. He

completed his master's degree on the development and evaluation of the cognitive emotion

regulation strategies for children in 2020.

Material published and so copyrighted may not be published elsewhere without written permission of IOJET.

http://orcid.org/xxxx
mailto:nejat.akfirat@kocaeli.edu.tr
http://orcid.org/xxxx
https://orcid.org/0000-0003-2433-1878
mailto:olgunturanpdr34@gmail.com

International Online Journal of Education and Teaching (IOJET) 2021, 8(2), 904-915.

905

ADAPTING THE SCALE OF COGNITIVE EMOTION REGULATION

STRATEGIES FOR CHILDREN TO TURKISH: VALIDITY AND

RELIABILITY STUDIES

O. Nejat Akfirat

nejat.akfirat@kocaeli.edu.tr

Olgun Turan

olgunturanpdr34@gmail.com

Abstract

This study aimed to adapt the Cognitive Emotion Regulation Strategies for Children

Scale (CERQ-k) developed by Garnefski et al. (2007) into Turkish, and to carry out validity

and reliability studies of the Turkish version for children aged between 9-12. The research

was carried out with 657 students attending a Middle School in Istanbul's Pendik district in

2018. As research instruments, Personal Information Form and Cognitive Emotion

Regulation Strategies for Children Scale were used to collect data. According to the result of

the confirmatory factor analysis conducted to test the construct validity of the scale, it was

concluded that the 9-factor structure was confirmed. In the reliability studies regarding the

scale, it was found that the Cronbach's Alpha coefficients for the sub-dimensions were

between 0.43 and 0.80 and the total correlation values for the items were between 0.16 and

0.66. It was found that the test-retest coefficient values of the sub-dimensions of the scale

ranged from 0.36 to 0.67. Based on the findings obtained, it was concluded that the Turkish

version of the Cognitive Emotion Regulation Strategies for Children Scale is valid and

reliable for children between the ages of 9-12.

Keywords: Cognitive emotion regulation, scale, middle childhood, Turkish adaptation

1. Introduction

Emotion is defined as a short-term and biologically-based response to physical and

social factors that result from interaction with the environment (Niedenthal, Barsalou &

Krauth-Gruber, 2005, p. 22). The view that emotions have a functional role in human life is

more accepted in today's world than in the past. However, it is also seen that emotions are

categorized as pleasant or unpleasant, creating positive or negative effects. We acknowledge
that what the same emotion serves in human life can vary from situation to situation. For

example, according to an emotion state, it can serve the needs of the person; sometimes

approaching needs, sometimes avoiding needs, and sometimes both (Power, 2010). Similarly,

the degree of feeling of emotion plays a functional role in one case, while it may lead to

undesirable consequences in another. For example, the feeling of low excitement of a football

player just before the penalty-taking affects his performance positively, while the low

excitement of the same player during the attack can negatively affect his performance

 This study was written under the supervision of the first author from the master's thesis of the second author.

mailto:nejat.akfirat@kocaeli.edu.tr
mailto:olgunturanpdr34@gmail.com

Akfirat & Turan

906

(Oxendine, 1970). This example shows that the severity of the emotion can affect the

performance of the individual in different ways, even in the same event.

In addition to the severity level of the emotion felt, the frequency of experiencing may

affect the individual positively or negatively. For example; the frequency of experiencing a

sense of joy decreases and the frequency of experiencing repulsion, anxiety, sadness, guilt,

and anger may lead to an increase in the symptoms of depression (Vatan, 2017). Despite all

this, emotions have a feature of being able to be regulated consciously or unconsciously. The

individual can increase or decrease the severity and frequency of their emotions through

emotion regulation. The duration of feeling the emotion experienced can be shortened or

extended. However, the feelings about the event can be regulated, or some measures can be

taken to prevent the emergence of emotions (Gross, 1998).

The individuals use some preliminary processes and reaction-oriented strategies while

organizing their feelings. These strategies take place within internal or external processes

(Gross, 1998). For example, in case selection and change of status, which are the preliminary

process-oriented strategies; emotions can be regulated by selecting any situation or by

making changes in the current situation. Therefore, the use of these two strategies is mostly

related to the selection or regulation of the external environment. Besides, in the diffusion of

attention, which is also a preliminary process-oriented strategy, the person can regulate

her/his emotions by defocusing or focusing her attention on the event. In this strategy,

emotion regulation is carried out mostly by using internal processes. In response-oriented

strategies, the individual can regulate his emotions by performing some behaviors to target

his emerging emotions (Gross and Thompson, 2007). To reduce the effect of the emotion that

emerges as a result of an event, an individual's use of a substance can be given as an example

of a reaction-oriented strategy.

Another way to regulate emotions is by attempting to change the meaning of the event

in mind by creating cognitive change (Gross, 1999). Because, as a coping skill, people can

evaluate their difficult experiences cognitively (Lazarus & Folkman, 1987). Therefore,

Garnefski, Kraaij, and Spihoven (2001) discussed nine cognitive emotion regulation

strategies in the context of a model which individuals use consciously against difficult and

stressful life events. According to their study, the individual can influence their emotions and

regulate their emotions by using these strategies. These strategies are; self-blame, acceptance,

rumination, positive refocusing, refocus on the plan, positive reappraisal, putting in the

perspective, catastrophizing, and blaming others are cognitive emotion regulation strategies.

Research results related to cognitive emotion regulation strategies show that some

strategies affect the functionality of the individual positively (Bormann & Carrico, 2009;

Wolgast, Lundh & Viborg, 2011; Rood, Roelofs, Bögels & Arntz, 2012), while some others

affect the functionality of the individual negatively (Çelik & Onat-Kocabıyık, 2014;

Garnefski, Kraaij & Vlietstra, 2008). Also, it is known that individuals in middle childhood

use these strategies (Garnefski, Rieffe, Jellesma, Terwogt & Kraaij, 2007; Orgilés, Morales,

Fernandez-Martinez, Ortigosa-Quiles, & Espada, 2018; Andres, Richaud de Minzi,

Castaneiras, Canet-Juric & Rodriguez-Carvajal, 2018). For this reason, it is important to

carry out the validity and reliability studies of the Turkish version by adapting a measurement

tool into Turkish which aims to determine the level of use of cognitive emotion regulation

strategies of individuals in middle childhood.

It is hoped that together with the measurement tool, which has been adapted, the

practitioners will contribute to identifying the cognitive emotion regulation strategies used by

the children in this period and to include more studies on these strategies with the

interventions to be developed. Also, thanks to the scale of validity and reliability studies, it is

International Online Journal of Education and Teaching (IOJET) 2021, 8(2), 904-915.

907

thought that the field researchers will be able to research to examine the cognitive emotion

regulation strategies used by individuals in middle childhood. Therefore, the aim of this study

is the adaptation of the Cognitive Emotion Regulation Strategies for Children Scale

developed by Garnefski et al. (2007) into Turkish and determining the validity and reliability

level of the Turkish version for children between the ages 9 and 12.

2. Method

2.1. Research Model

A general survey model was used in the research. Screening studies are studies that

examine a situation that exists in the past or present, and reveal the characteristics of that

situation without any intervention. In the general screening model, which is a kind of

screening research, to generalize the universe, the characteristics of the sample or the sample

group representing the universe are scanned. In this research model, singular and relational

scans can be done separately or together (Karasar, 2012).

2.2. Universe and Sampling

The universe of the research consisted of children between the ages of 9 and 12. The

sample of the study consists of 657 (294 girls, 363 boys) students who were continuing their

education in Istanbul's Pendik district at Muhsin Yazıcıoğlu Middle School in the 2018-2019

academic year and whose ages were between 9 and 12. The sample of the research had a

heterogeneous structure in terms of socio-economic and socio-cultural characteristics.

The test-retest reliability studies of the research were conducted on 52 students who

continued their education at Muhsin Yazıcıoğlu Middle School in the 2018-2019 academic

year.

2.3. Data Collection Tools

To collect data in the study, Personal Information Form, and Cognitive Emotion

Regulation Strategies for Children Scale developed by Garnefski et al. (2007) were used.

Personal Information Form: In the Personal Information Form developed by the

researcher; the participants' gender, grade level, and year of birth were obtained.

Cognitive Emotion Regulation Strategies for Children: The Cognitive Emotion

Regulation Scale for Children (Cognitive Emotion Regulation Questionnaire-k) is a version

of the Cognitive Emotion Regulation Scale (CERS) developed by Garnefski et al. (2001) for

children aged 9-11. The scale aims to determine the level of cognitive emotion regulation

strategies used by a person against a particular event or events in general, regardless of

clinical or non-clinical distinction. The scale, consisting of 36 items and 9 sub-dimensions,

has a five-point Likert-type rating (1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 =

always). There are 4 items in each sub-dimension and the lowest score from a sub-dimension

is 4 and the highest score is 20. The score obtained from a sub-dimension represents the level

of the strategy used by the person regarding that sub-dimension. Sub-dimensions and sample

items are as follows:

1. Self-blame: I think it's all because of me.
2. Acceptance: I think I cannot change what happened.
3. Rumination: I always want to understand why I feel this way about what

happened.

4. Positive refocusing: I think of better things, not what happened.
5. Re-focus on the plan: I think about how I can change this situation.
6. Positive reappraisal: I think there are good things about what happened.

Akfirat & Turan

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7. Putting into perspective: I think there are worse things in the world.
8. Catastrophizing: I always think this is the worst thing that can happen to me.
9. Blaming others: I think what happened is the fault of others (Garnefski et al.,

2007).

2.4. Process

First of all, permission was obtained from Dr. Nadia GARNEFSKI via e-mail, one of

the researchers who developed the scale, to make the adaptation studies of the Cognitive

Emotion Regulation Strategies for Children Scale. Later on, the scale was translated

separately by 5 experts who speak English. After this process, the translations were converted

into a single table and the items that are thought to express the original items best were

determined by a field and a language expert and then included in the scale. After obtaining

the necessary permissions, the scale was applied to 180 students aged between 9-12 for

piloting. During the piloting process, some changes were made on the form created by taking

into consideration the feedback received from the students and the recommendations given

by the assessment and evaluation specialist, and it was applied to 657 students to perform

validity and reliability studies. Finally, the scale was applied to the group consisting of 52

students twice in 30 days intervals to perform the test-retest reliability study.

2.5. Data Analysis

Validity is related to the level of representation of the feature desired to be measured.

A valid test must distinguish the property it measures from other properties and accurately

measure it. Construct validity is one of the validity types. Factor analysis can be conducted to

determine the construct validity of a scale (Büyüköztürk et al., 2016). Reliability, on the other

hand, represents the stability between the independent measurements of the properties

measured by a measuring tool and the extent to which the measurement results are free from

random errors. The reliability level of a scale can be determined by calculating the reliability

coefficient (Ergin, 1995: p. 138-139). Cronbach's Alpha coefficient is frequently used to

determine the level of reliability related to psychological measurements (Kılıç, 2016). Also,

to have an idea about the scale items, the correlation calculation between the scores obtained

from the scale items and the overall score of the scale can be used (Büyüköztürk, 2016a: p.

183). Therefore, to determine the validity level of the scale, confirmatory factor analysis was

performed and t values, error variances, and fit values were examined. To determine the

reliability level of the scale, Cronbach's Alpha values for all tests and sub-dimensions and

item-total correlation values for items were calculated. Finally, Spearman RHO analysis was

performed to calculate the test-retest reliability of the scale. LISREL 8.7 and SPSS 22

programs were used in the analyses.

3. Findings

In this part of the study, the findings of the validity and reliability studies on the

Cognitive Emotion Regulation Strategies for Children Scale are presented.

3.1. Findings Related to the Validity of the Scale

In the process of adapting a developed scale to different cultures, it is not necessary to

perform exploratory factor analysis to determine the validity of the structure, and it is

sufficient to perform confirmatory factor analysis. In a model representing independent

structures from each other, the first-degree multi-factor model should be taken as a basis

(Seçer, 2015). Figure 1 shows the path diagram of the Cognitive Emotion Regulation

Strategies for Children Scale:

International Online Journal of Education and Teaching (IOJET) 2021, 8(2), 904-915.

909

Figure 1. Path Diagram of the Cognitive Emotion Regulation Strategies for Children Scale

When the path diagram is examined, it is seen that the t values related to the scale

items vary between 5.73-20.54 and are significant at the level of 0.01 (Çokluk, Şekercioğlu &

Büyüköztürk, 2016). In Table 1, the fit values of the scale are included:

Table 1. Cognitive Emotion Regulation Strategies for Children Scale Values

χ2 df χ2 /df RMSEA AGFI GFI CFI RMR NNFI

CERSFC 1146.61 558 2.05 0.040 0.89 0.91 0.93 0.056 0.93

In Table 1, the ratio of chi-square value to the degree of freedom is less than 3,

RMSEA value is less than 0.05, NNFI, CFI and GFI values are above 0.90, and RMR value

is below 0.08 and AGFI value is above 0.85. Above mentioned values indicate an acceptable

fit of the model (Sümer, 2000; Raykov & Marcoulides, 2000; Schermelleh- Engel &

Akfirat & Turan

910

Moosbrugger, 2003; Çokluk et al., 2016). These values show that the 9-dimensional structure

of the Cognitive Emotion Regulation Strategies for Children Scale has been confirmed.

3.2. Findings Related to the Reliability of the Scale

Cronbach's Alpha values and corrected item-total correlation values related to

Cognitive Emotion Regulation Strategies for Children are shown in Table 2:

Table 2. Corrected Item Total Correlation and Cronbach Alpha Values for Cognitive

Emotion Regulation Strategies for Children

Sub-dimension Item

Number

Item Total Correlation Cronbach’s α

Self-blame

i10

i19

i28

0,43

0,50

0,57

0,70

Acceptance

i20

0,16

0,24

0,34

0,32

0,46

Rumination

i12

i21

i30

0,50

0,51

0,46

0,51

0,71

Positive Re-Focusing

i13

i22

i31

0,52

0,66

0,61

0,80

Re-Focusing on the Plan

i14

i23

i32

0,33

0,39

0,43

0,49

0,63

Positive Reappraisal

i15

i24

i33

0,20

0,18

0,32

0,36

0,43

Putting in the Perspective

i16

i25

i34

0,30

0,40

0,23

0,42

0,55

Catastrophizing

i17

i26

i35

0,28

0,40

0,42

0,49

0,61

Blaming Others

i18

i27

i36

0,49

0,51

0,60

0,51

0,73

General 0,79

International Online Journal of Education and Teaching (IOJET) 2021, 8(2), 904-915.

911

The overall internal consistency coefficient of the scale is 0.79. To say that a scale is a

reliable measurement tool, the reliability coefficient value must be between 0.40 and 1

(Özdamar, 1999: p. 522). It is seen that all sub-dimensions of Cognitive Emotion Regulation

Strategies for Children Scale are within the specified value range (0.43 ≤ α ≤ 0.80). Item total

correlation values of the scale ranged from 0.16 to 0.66. When the items whose item-total

correlation value is below 0.30 are removed from the scale, the changes in the Cronbach's

Alpha values of their sub-dimensions are shown in Table 3:

Table 3 The Changes in the Reliability Coefficients of the Sub-Dimensions when

items with Total Correlation Value Below 0.30 are Excluded from the Scale

When Table 3 is examined, when the 6th, 11th, and 15th items are excluded from the

scale, the reliability coefficient values of the sub-dimensions of these items decrease; When

items 2, 8 and 25 are excluded from the scale, there is no significant increase in the reliability

coefficient values of the sub-dimensions of these items. Therefore, the fact that the related

items remain on the scale does not pose any problem in terms of the reliability of the scale.

The reliability level of the scale can be determined by applying the scale to the same

group twice in a certain time interval and calculating the correlation between the results

(Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz & Demirel, 2016: p. 113). The Spearman

RHO Analysis performed to calculate the test-retest reliability of the Cognitive Emotion

Regulation Strategies for Children is shown in Table 4:

Table 4. Spearman RHO Analysis Results for the Calculation of Test-Retest

Reliability of the Turkish Version of the Cognitive Emotion Regulation Strategies Scale for

Children.

Sub-Dimensions Test – Re-test Correlation Values

Self-blame 0,67

Acceptance 0,43

Rumination 0,62

Positive Re-Focusing 0,65

Re-Focusing on the

Plan
0,38

Positive Reappraisal 0,36

Putting in the

Perspective
0,65

Catastrophizing 0,53

Blaming Others 0,63

General 0,61

Item

Number

Item Total

Correlation

Cronbach’s α Value of

Item’s Sub-dimension

Cronbach’s α Value of Item’s Sub-

Dimension when Item Excluded

from Scale

i11

i15

i25

0,16

0,18

0,28

0,20

0,24

0,23

0,46

0,43

0,61

0,46

0,43

0,55

0,48

0,40

0,62

0,41

0,42

0,56

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Test-retest reliability correlation values for the sub-dimensions of the scale ranged

from 0.36 to 0.67. These values show that there is a moderate relationship between the first

application and the last application (Büyüköztürk, 2016b).

4. Discussion

In this study, the researchers aimed to adapt the Cognitive Emotion Regulation

Strategies for Children Scale (originally named as Cognitive Emotion Regulation

Questionnaire-k (CERQ-k)) developed by Garnefski et al. (2007) into Turkish and to carry

out validity and reliability studies of the Turkish version for children aged between 9-12.

Confirmatory factor analysis was performed in the validity studies of the scale. According to

the results of the analysis, it was seen that the 9-dimensional structure of the scale was

confirmed. This results of the study were similar to the original form of the scale and child

and adult forms in many countries (Garnefski et al., 2007; Onat & Otrar, 2010; Perte &

Miclea, 2011; Liu, Chen & Blue, 2016; Dominguez & Medrano, 2016; Orgilés et al., 2018).

It was observed that the Cronbach's Alpha coefficient values related to the sub-dimensions of

the Turkish version of the scale ranged between 0.43 and 0.80. The Cronbach's Alpha

coefficients of the sub-dimensions of the original form of the scale were between 0.62-0.79

(Garnefski et al., 2007), the Cronbach's Alpha coefficients of the Spanish form were between

0.56-0.75 (Orgilés et al., 2018) and the Cronbach Alpha coefficients of the Chinese form

were 0.66-0.73 (Liu et al., 2016). The reliability coefficient values for the sub-dimensions of

the Turkish version of the scale are found to be similar with other versions. In the test-retest

reliability study, it was found that there was a moderate positive correlation between the sub-

dimensions (Büyüköztürk, 2016b). This finding is compatible with the original version of the

scale and other versions (Garnefski et al., 2007; Liu et al., 2016; Orgilés et al., 2018).

Cognitive Emotion Regulation Strategies for Children Scale was examined in terms of

item-total correlation values and it was found that the corrected item-total correlation value of

6 items (I2, I6, I8, I11, I15, I25) was below 0.30. When these items are examined, when the 3

items (I6, I11, I15) are removed from the scale, the reliability of their sub-dimensions

decreases. Therefore, it was decided not to exclude the related items from the scale. When the

other 3 items (I2, I8, I25) are removed from the scale, the reliability of the sub-dimensions

they are in increases insignificantly. According to Özdamar (1999), it can be categorized at

the low, medium, and high level provided that the reliability coefficient values are between

0.40 and 1. Removing related items from the scale does not change the reliability levels of

the sub-dimensions they belong to. For example; When the 8th item was removed from the

scale, the Cronbach's Alpha coefficient value of the sub-dimension maintain will maintain its

medium level reliability. The same is true for items 2 and 25. In the Spanish form of the

scale, it was decided that the item (I20) would remain on the scale since the item's total

correlation value below 0.30 but did not affect the reliability level of the sub-dimension

(Orgilés et al., 2018). In the form of the scale, which was confirmed in 8 sub-dimensions, it

was found that the total correlation value of 3 items (M7, M25, M34) was below 0.30.

However, the test-retest reliability level of the sub-dimensions containing the relevant items

showed the highest level of loading except for the sub-dimension that should be present in

terms of factor loading in the original form of the scale (7, M2, M8, M11, M21, M24, M30,

M33). However, it was not excluded from the scale since they were placed in the sub-

dimensions they were theoretically related to (Kurtoğlu-Karataş, 2019). In terms of total

correlation values of the item, it was decided that items 2, 8 and 25 would remain on the scale

and as a result, none of the 36 items were from the scale, since the findings included in the

study were similar between the other forms of the scale and that the exclusion of the related

items from the scale did not adversely affect the level of reliability.

International Online Journal of Education and Teaching (IOJET) 2021, 8(2), 904-915.

913

As a result of the analysis, it has been concluded that the Turkish version of the

Cognitive Emotion Regulation Strategies for Children Scale consisting of 9 sub-dimensions

and 36 items is a valid and reliable measurement tool for children between the ages of 9-12.

However, this research has some limitations. One of these limitations is that the scale is based

on self-evaluation and the participants are assumed to answer the scale sincerely. Besides,

within the scope of the research, the criterion-based validity of the scale was not examined. In

other studies, the criterion-based validity of the scale can be tested.

Akfirat & Turan

914

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