The objective of this study was to understand the psychometric functioning of the Child Anger Regulation Measure (CARM), its prediction of emotional engagement, and if the prediction of emotional engagement differs for girls and boys. The sample included 251 upper-elementary school students in the United States (10% Black, 62% White, 6% Latinx, 5% Asian, 12% Multiethnic/Other; 58% female; average age = 9.7 years). Emotional engagement in school was reported by both students and teachers. Confirmatory factor analysis (CFA) indicated adequate fit of the data to the first-order correlated theioretical model at two time points. Internal and test–retest reliability was moderate-strong; the internal reliability of the anger withdraw strategy was weak for boys but adequate for girls. Of the five anger regulation latent predictors, the path analysis indicated that latent pause anger (i.e., waiting before responding to anger) was the strongest and sole predictor of how emotionally engaged a student felt in school, based on both student- and teacher-reported engagement and controlling for other anger regulation (AR) strategies. There was partial measurement invariance across boys and girls, and there were no gender differences in AR prediction of emotional engagement. Implications for assessment, psychoeducation, and school contexts are discussed.

中文翻译：

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儿童愤怒调节措施：心理测量特性、情绪参与预测和性别差异

本研究的目的是了解儿童愤怒调节措施 (CARM) 的心理测量功能、其对情绪参与的预测，以及女孩和男孩的情绪参与预测是否不同。样本包括 251 名美国高小学生（10% 黑人、62% 白人、6% 拉丁裔、5% 亚洲人、12% 多种族/其他人；58% 女性；平均年龄 = 9.7 岁）。学生和老师都报告了在学校的情感投入。验证性因素分析 (CFA) 表明数据在两个时间点与一阶相关理论模型充分拟合。内部和重测可靠性为中强；愤怒撤回策略的内部可靠性对于男孩来说较弱，但对于女孩来说足够。在五个愤怒调节潜在预测因素中，路径分析表明，根据学生和教师的报告，潜在停顿愤怒（即在对愤怒做出反应之前等待）是学生在学校情绪投入程度的最强且唯一的预测因素参与和控制其他愤怒调节（AR）策略。男孩和女孩之间存在部分测量不变性，并且 AR 对情感投入的预测不存在性别差异。讨论了对评估、心理教育和学校环境的影响。