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<p>The present study was conducted to develop and examine the psychometric properties of the Meta-Emotional Regulation Scale (MERS) among special education teachers of students with learning disabilities (LD). Accordingly, a mixed-methods (exploratory-confirmatory) design was conducted in 2025. In the qualitative phase, item generation was based on a literature review and semi-structured teacher interviews. In the quantitative phase, a sample of 580 special education teachers for learning disabilities from Saudi Arabia was selected using a multistage cluster sampling method. Exploratory factor analysis (EFA) and both first-order and second-order confirmatory factor analysis (CFA) were performed to identify the factor structure. Exploratory Graph Analysis (EGA) and the Random Forest Model (RFM) were used to verify the factor structure’s stability and identify key items. The EFA identified five factors — reflective emotional awareness, cognitive reappraisal of emotion, regulatory emotional regulation, meta-ethical emotional evaluation, and regulatory emotional self-efficacy — that explained 54.48% of the total variance. CFA also confirmed the good fit of the five-factor model (RMSEA = 0.077, CFI = 0.933). The scale’s reliability was satisfactory, as indicated by Cronbach’s alpha (0.891–0.936), McDonald’s omega (0.891–0.936), intraclass correlation coefficient (ICC = 0.751–0.869), and composite reliability (CR = 0.888–0.939). In addition, convergent and discriminant validities were also established. The results of the measurement invariance analysis indicated that the model was structurally equivalent across genders. Moreover, EGA and RFM supported the five-factor structure and revealed the salient items. The MERS is a novel, reliable, and valid measure of metacognitive emotion regulation in special education teachers for LD.</p>

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Development and validation of a metacognitive emotion regulation scale for special education teachers for learning disabilities in Saudi Arabia

  • 期刊论文

  • 发表日期：

    2026年1月3日

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  • Abdullah Alrubaian

摘要

The present study was conducted to develop and examine the psychometric properties of the Meta-Emotional Regulation Scale (MERS) among special education teachers of students with learning disabilities (LD). Accordingly, a mixed-methods (exploratory-confirmatory) design was conducted in 2025. In the qualitative phase, item generation was based on a literature review and semi-structured teacher interviews. In the quantitative phase, a sample of 580 special education teachers for learning disabilities from Saudi Arabia was selected using a multistage cluster sampling method. Exploratory factor analysis (EFA) and both first-order and second-order confirmatory factor analysis (CFA) were performed to identify the factor structure. Exploratory Graph Analysis (EGA) and the Random Forest Model (RFM) were used to verify the factor structure’s stability and identify key items. The EFA identified five factors — reflective emotional awareness, cognitive reappraisal of emotion, regulatory emotional regulation, meta-ethical emotional evaluation, and regulatory emotional self-efficacy — that explained 54.48% of the total variance. CFA also confirmed the good fit of the five-factor model (RMSEA = 0.077, CFI = 0.933). The scale’s reliability was satisfactory, as indicated by Cronbach’s alpha (0.891–0.936), McDonald’s omega (0.891–0.936), intraclass correlation coefficient (ICC = 0.751–0.869), and composite reliability (CR = 0.888–0.939). In addition, convergent and discriminant validities were also established. The results of the measurement invariance analysis indicated that the model was structurally equivalent across genders. Moreover, EGA and RFM supported the five-factor structure and revealed the salient items. The MERS is a novel, reliable, and valid measure of metacognitive emotion regulation in special education teachers for LD.