Table 3.
Emotion regulation: standardized loadings and error variances of the measurement model and descriptive statistics
| Regulation strategy | Suppression | Reappraisal | Social support | Problem focused | Distancing | Drugs | Error variance | M | SD |
|---|---|---|---|---|---|---|---|---|---|
| I try to suppress my emotions | 0.80* | – | – | – | – | – | 0.37 | 2.16 | 2.61 |
| I try not to show my feelings | 0.63* | – | – | – | – | – | 0.60 | 3.76 | 3.09 |
| I withdraw and isolate myself | 0.57* | – | – | – | – | – | 0.67 | 2.08 | 2.74 |
| I try to learn from the experience | – | 0.87* | – | – | – | – | 0.25 | 5.90 | 2.85 |
| I try to see positive aspects of the experience | – | 0.84* | – | – | – | – | 0.29 | 5.21 | 2.90 |
| I seek emotional support | – | – | 0.69* | – | – | – | 0.53 | 5.44 | 3.09 |
| I let my feelings out | – | – | 0.55* | – | – | – | 0.70 | 4.72 | 2.82 |
| I discuss the exam with friends | – | – | 0.46* | – | – | – | 0.79 | 5.78 | 2.64 |
| I practice relaxation techniques | – | – | 0.28* | – | – | – | 0.92 | 1.51 | 2.48 |
| I pray or go to churcha | – | – | 0.27* | – | – | – | 0.93 | 0.30 | 0.46 |
| I focus only on studying | – | – | – | 0.75* | – | – | 0.43 | 4.50 | 2.74 |
| I think only about the exam | – | – | – | 0.71* | – | – | 0.49 | 3.17 | 2.82 |
| I engage in fun activities | – | – | – | – | 0.57* | – | 0.67 | 5.68 | 2.90 |
| I make fun of or minimize the exam | – | – | – | – | 0.52* | – | 0.73 | 3.93 | 3.18 |
| I try to make my mind off it | – | – | – | – | 0.47* | – | 0.78 | 4.57 | 3.11 |
| I think it is useless to do anything | – | – | – | – | 0.13* | – | 0.98 | 1.87 | 2.70 |
| I take drugs to relaxa | – | – | – | – | – | 0.89* | 0.21 | 0.14 | 0.35 |
| I take drugs to concentratea | – | – | – | – | – | 0.59* | 0.65 | 0.18 | 0.38 |
* p < 0.05
aRatings for the following strategies were dichotomized: “I pray/go to church”, “I take drugs to relax”, “I take drugs to concentrate”