Reliability, Validity, and Cultural Adaptation of the Communication Anxiety Regulation Scale in Turkish University Students

AYDEMİR F. R., ALTUNTAŞ O.

Journal of Psychoeducational Assessment, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1177/07342829261469925
  • Dergi Adı: Journal of Psychoeducational Assessment
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, CINAHL, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Education Source Ultimate (EBSCO)
  • Anahtar Kelimeler: anxiety, communication, emotion regulation, reliability, validity
  • Hacettepe Üniversitesi Adresli: Evet

Özet

Background: Socially evaluative communication contexts can significantly hinder student engagement. Existing emotion regulation scales are primarily trait-based and lack state-based, scenario-specific utility. This study aimed to culturally adapt and psychometrically validate the Communication Anxiety Regulation Scale (CARS) in Turkish. Method: A sample of 203 university students completed the CARS-TR and the Behavioral Emotion Regulation Questionnaire (BERQ). Construct validity was examined using a competing models approach in confirmatory factor analysis (CFA). Reliability was assessed via internal consistency and 3-week test-retest stability. Results: The first-order, four-factor model (suppression, reappraisal, avoidance, venting) demonstrated acceptable fit (χ2/df = 2.10, GFI = .92, CFI = .93, RMSEA = 0.07). The CARS-TR exhibited strong internal consistency (α = .89–.91), satisfactory temporal stability (single-measure ICCs = .68–.82), and theoretically consistent convergent validity with BERQ subscales. Conclusion: The CARS-TR demonstrates acceptable preliminary psychometric properties as a state-based measure among university students. It provides educational practitioners with a tool to better understand communication anxiety regulation patterns and guide supportive psychoeducational strategies in high-stakes learning environments.