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      The Regulatory Emotional Self-Efficacy Scale: Issues of Reliability and Validity Within a Turkish Sample Group

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          Abstract

          The purpose of this study was to psychometrically evaluate the Turkish version of the Regulatory Emotional Self-efficacy Scale (RESE). The RESE, the Emotional Self-efficacy Scale, the Self-liking/Self-competence Scale, and the Oxford Happiness Questionnaire were applied to 303 university students in total, 180 were women (59.4%) and 123 were men (40.6%). According to results of confirmatory factor analysis applied in the study are founded enough conformity between the priori hypothesis model and the data. In addition, the metric invariance model shows that there were no gender differences on this confirmatory model. Internal consistency coefficients were all above the acceptable for the RESE’s sub-scale and total. Moreover, positive correlations were found between regulatory emotional self-efficacy dimensions and emotional self-efficacy, self-esteem, and happiness. According to these research findings, the RESE is a valid and reliable instrument for measuring regulatory self-efficacy in Turkish.

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          Most cited references33

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          Self-efficacy: Toward a unifying theory of behavioral change.

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            Perceived Behavioral Control, Self-Efficacy, Locus of Control, and the Theory of Planned Behavior1

            Icek Ajzen (2002)
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              Self-Efficacy: An Essential Motive to Learn.

              During the past two decades, self-efficacy has emerged as a highly effective predictor of students' motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control. Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students' activity choices, effort, persistence, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement. Copyright 2000 Academic Press.
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                Author and article information

                Journal
                PSYCT
                Psychol Thought
                Psychological Thought
                Psychol. Thought
                PsychOpen
                1312-7969
                2193-7281
                22 October 2014
                : 7
                : 2
                : 144-155
                Affiliations
                [a ]Department of Guidance and Counseling, Adnan Menderes University, Aydın, Turkey
                [2]Department of Psychology, South-West University “Neofit Rilski”, Blagoevgrad, Bulgaria
                Author notes
                [* ]Department of Guidance and Counseling, Faculty of Education, Adnan Menderes University, Aytepe Mevkii, 09100, Aydın, Turkey. tariktotan@ 123456gmail.com
                Article
                psyct.v7i2.99
                10.5964/psyct.v7i2.99
                9a012ae2-0e0a-4bfe-8148-6ded2f74b30a
                Copyright @

                This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 12 January 2014
                : 18 August 2014
                Categories
                Research Articles

                Psychology
                emotional self-efficacy,validity,emotional regulation,self-efficacy beliefs,Regulatory Emotional Self-efficacy Scale (RESE),reliability

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