Factor Structure and Measurement Invariance for the Cognitive Emotion Regulation Questionnaire (CERQ) Among Women Newly Diagnosed With Breast Cancer

BackgroundGiven that emotion regulation counts for much in breast cancer, it is important to fully understand its construct. The cognitive emotion regulation questionnaire (CERQ) is a widely applied instrument for measuring conscious cognitive coping strategies in both general and clinical samples; however, there are no data on its factor structure in women with breast cancer, not to mention evidence of measurement invariance (MI) across sociodemographic variables. Thus, the purpose of the present study was to examine the latent factor structure and MI between different sociodemographic groups for CERQ in specific patients.MethodsThe sample consisted of 1032 women newly diagnosed with breast cancer, with a mean age of 47.54 years (SD = 8.51). The latent factor structure for CERQ was tested using confirmatory factor analysis (CFA). Further, MI various sociodemographic variables was evaluated by a series of multiple-group CFA process.ResultsThe nine-factor CFA model was an adequate fit for the data collected in women with breast cancer. Also, this nine-factor structure had strong factorial invariance across age, place of residence, educational levels, and employment status.ConclusionThis study firstly examined the latent factor structure for CERQ among Chinese women with malignancy and MI across various sociodemographic variables, which deepens the understanding of the construct for CERQ as a useful tool for assessing patients’ conscious cognitive component of emotion regulation based on self-report

Integration and learning: a case study of the international higher physical education talent-cultivation model

IntroductionThis study delves into the multifaceted components of talent-training models within China’s physical education domain through Sino-foreign cooperative initiatives. Employing a mixed-methods approach, it systematically evaluates the innovative systems developed by pilot units and outlines their experiential insights.MethodsUsing a mixed-methods approach, this research extensively evaluates the situation of pilot units by collecting and analyzing data from closed-ended and open-ended questionnaires as well as interview responses. The study categorizes and analyzes the data to comprehensively understand cooperative talent-training models.ResultsThe findings are classified into three main themes: Learning, Integration, and Binary Evaluation and Practice Reform. Under the Learning theme, the study observed a selective integration of foreign educational paradigms into the local context, respecting the distinctiveness of Chinese education and aligning with national policies promoting unique educational systems. Additionally, the Integration theme underscores the necessity of meticulously assimilating introduced educational resources into China’s educational fabric, highlighting the need for adaptability when integrating foreign educational elements. Furthermore, the Binary Evaluation and Practice Reform theme reveal the establishment of a dualistic evaluation and reform system tailored to cooperative education specifics, outlining challenges associated with ideological and cultural disparities when integrating certain foreign education aspects into the Chinese context.DiscussionThis research provides insightful exploration into the complexities of collaborative talent-training models in Physical Education. It not only elucidates the assimilation of foreign paradigms but also highlights nuanced challenges and prospects for developing tailored educational systems within specific regional and national contexts