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Greene, J. A., Robertson, J., & Croker Costa, L.-J. (2011). Assessing Self-Regulated Learning Using Think-Aloud Methods. In B. Zimmerman, & D. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 313-328). New-York: Routledge.

has been cited by the following article:

• TITLE: Children’s Emotion Regulation Scale in Mathematics (CERS-M): Development and Validation of a Self-Reported Instrument

  AUTHORS: Vanessa Hanin, Jacques Grégoire, Moïra Mikolajczak, Carole Fantini-Hauwel, Catherine Van Nieuwenhoven

  KEYWORDS: Scale Development, Emotion Regulation, Evidence of Validity and Reliability, Mathematics Problem-Solving, Upper Elementary Students

  JOURNAL NAME: Psychology, Vol.8 No.13, November 30, 2017

  ABSTRACT: This article introduces the development and validation of a self-report questionnaire: the Children’s Emotion Regulation scale in Mathematics (CERS-M). Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six-factor model (emotion expression, task utility self-persuasion, help-seeking, negative self-talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test-retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS-M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE-questionnaire; e) preliminary evidence of criterion validity, with CERS-M scores predicting math anxiety, and to a lesser extent, students’ performance; f) preliminary evidence of incremental validity, with the CERS-M predicting math anxiety and performance over and above emotion regulation measured by the COPE-questionnaire. Findings constitute encouraging preliminary psychometric characteristics in favor of the use of the CERS-M.