Emotion Awareness Questionnaire – Chinese Version

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Description

The perception of emotions is a prerequisite for emotional regulation ability, defined as the individual’s process of focusing on, identifying, distinguishing, and evaluating their own and others’ emotions. According to constructivist emotion theory, emotional awareness not only provides individuals with a “bodily perception” of physiological states but also allows emotional experiences to be conceptualized using emotional labels, which guide individuals to generate behavioral responses to current situations by matching the current context with past experiences. Therefore, emotional perception plays an important role in an individual’s physical and mental development. Studies have shown that low emotional awareness can interfere with the development of social and emotional skills in adolescents and increase the risk of physical complaints, binge eating, internal and external problems, and violent behavior, which have been identified as diagnostic criteria for pathological psychological disorders in adolescents. Fortunately, the subcortical neurons in middle school students during puberty show strong potential for change in response to emotional stimuli. Conducting extensive research on middle school students’ emotional perception using scientific methods has great practical significance for early interventions of the negative consequences arising from low emotional awareness.

Authors and Contact Email

Zhao Siqi, Zhang Shoucheng, Wang Hong. Contact information not available.

Purpose

The purpose of developing the Emotion Awareness Questionnaire (EAQ) is to systematically examine adolescents’ thought processes regarding their own and others’ emotions.

Test Year

The EAQ was developed in 2008 and further tested for validity and reliability in a Chinese context in 2022.

Administration Method and Scoring

The questionnaire was administered online through WeChat groups, with data collected from 32 classes across six cities (Beijing, Shenzhen, Harbin, Linyi, Jiaozuo, and Yakeshi). Students filled out the questionnaire anonymously on a voluntary basis, and each IP address was allowed to respond only once. A total of 800 valid questionnaires were obtained.

Reliability and Validity

The total Cronbach’s alpha coefficient of the questionnaire was 0.80, with alpha coefficients of the six factors ranging from 0.60 to 0.72. The total test-retest reliability (ICC) was 0.73, with test-retest reliabilities for the six factors ranging from 0.60 to 0.73. The Chinese version of the revised EAQ shows good validity and reliability in assessing middle school students’ emotional perception.

Factors and Subscales

– 情绪知觉 (Emotion Awareness)
– 灰色型情绪 (Differentiating Emotions)
– 言语分享 (Verbal Sharing of Emotions)
– 不隐藏情绪 (Not Hiding Emotions)
– 躯体意识 (Bodily Awareness)
– 关注他人情绪 (Attending to Others’ Emotions)
– 分析情绪 (Analyses of Emotions)

Keywords

Emotional perception, emotional regulation, adolescents, emotional awareness questionnaire, validity and reliability.

Items in Chinese

1. 我经常对我的心情感到困惑或迷惑。
2. 我很难知道自己是感到难过还是生气，或是其他情绪。
3. 我从来都不知道自己的心情到底怎么样。
4. 当我心情不好的时候，我不知道我是难过、害怕还是生气。
5. 有时候，我心情不好却不知道为什么。
6. 我经常不知道自己为什么生气。
7. 我不知道哪些事情会让我心情不好。
8. 我难以对朋友解释我的感受。
9. 我发现很难和任何人谈论我的感受。
10. 我可以轻易地向朋友解释我内心的感受。
11. 其他人不需要知道我的感受。
12. 当我生气或心烦意乱时，我试图隐藏我的这些感受。
13. 当我为某事心烦意乱时，我常常把它藏在心里。
14. 当我害怕或紧张时，我感到肚子不舒服。
15. 当我感到心烦意乱时，我的身体也会不舒服。
16. 当我感到害怕或紧张时，我的身体会有不舒服的感觉。
17. 当我难过的时候，我感到我的身体也很虚弱。
18. 对我来说，了解朋友的感受是很重要的。
19. 我想知道我朋友的感受。
20. 如果朋友心情不好，我会试着去理解为什么。
21. 我在乎我朋友的内心感受。
22. 当我生气或心烦意乱时，我会试着去理解为什么。
23. 我的感受能帮助我理解发生了什么事。
24. 我认为，了解我自己的感受对我来说很重要。

Items in English

1. I am often confused or puzzled about what I am feeling.
2. It is difficult to know whether I feel sad or angry or something else.
3. I never know exactly what kind of feeling I am having.
4. When I am upset, I don’t know if I am sad, scared or angry.
5. Sometimes, I feel upset and I have no idea why.
6. I often don’t know why I am angry.
7. I don’t know when something will upset me or not.
8. I find it difficult to explain to a friend how I feel.
9. I find it hard to talk to anyone about how I feel.
10. I can easily explain to a friend how I feel inside.
11. Other people don’t need to know how I am feeling.
12. When I am upset about something, I often keep it to myself.
13. When I am upset, I try not to show it.
14. When I am scared or nervous, I feel something in my tummy.
15. When I feel upset, I can also feel it in my body.
16. I don’t feel anything in my body when I am scared or nervous.
17. My body feels different when I am upset about something.
18. When I am sad, my body feels weak.
19. It is important to know how my friends are feeling.
20. I don’t want to know how my friends are feeling.
21. If a friend is upset, I try to understand why.
22. I don’t care about how my friends are feeling inside.
23. I usually know how my friends are feeling.
24. When I am angry or upset, I try to understand why.
25. My feelings help me to understand what has happened.
26. When I have a problem, it helps me when I know how I feel about it.
27. It is important to understand how I am feeling.
28. I always want to know why I feel bad about something.

References

赵思琦,张守臣,王宏.情绪知觉问卷测评中学生的效度和信度[J].中国心理卫生杂志,2022,36(07):597-602.
Ｒieffe C，Oosterveld P，M iers AC，et al.Emotion aw areness and in-ternalising symptoms in children and adolescents:the Emotion Awareness Questionnaire revised［J］.Pers Individ Differ，2008，45(8):756－761.
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