Measuring Student Identity Emotioncy Tension (SIET) and Its Applications in the EFL Contexts: Validating and Investigating the Psychometric Quality of SIETS

The present study intends to extend the current ancillary understanding horizons of the developmental theory of individual-differences relationship-based (DIR) framework and emotioncy framework, to investigate aspects of emotioncy tensions that include identity-related attitudes, behaviors, and beliefs by providing "what-to-do" information when enacting identity tensions. Through validating the Student Identity Emotioncy Tension Scale (SIETS), the researchers suggested that social identities are also associated with specific emotional tensions by providing "what-to-feel" information during identity enactment. To do so, a total number of ۳۰۰ students filled out the scale. In the validation process, statistical procedures were exerted to validate the scale. First, Exploratory Factor Analysis (EFA) was used to ascertain the underlying factors. Then, Principal Component Analysis (PCA) and Communalities were checked for the relevance of component variance. Cronbach’s coefficient was used to check the reliability of the ۱۸ items. The results indicated that the scale can be best explained by a three-factor solution with an acceptable reliability. In the qualitative phase of cognitive interviews, students were interviewed to further examine the quality of the items. In the end, the findings were elucidated and implications for future research and practice were presented.

Measuring Student Identity Emotioncy Tension (SIET) and Its Applications in the EFL Contexts: Validating and Investigating the Psychometric Quality of SIETS Keywords:

Emotioncy tension , EFL student , emotioncy , validation , affective turn , Emotioncy tension , EFL student , emotioncy , validation , affective turn