Abstract

• The primary purpose of the study is to investigate the number of items and the dimensions of grit scale and emotion regulation questionnaire for student teachers. Descriptive survey research method was applied and quantitative data analysis was executed in this study. For grit scale, three instruments were used with 30 items. For emotion regulation questionnaire, two instruments were used with 42 items. A total of 1185 student teachers from teacher institutions (539 males and 646 females) were randomly selected. Student teachers in Sagaing Region, Mandalay Region, Shan State, Magway Region, Yangon Region, Kayin State and Mon State were examined. And then, exploratory factor analysis (EFA) was used to investigate the number of items and the dimensions of the scale. It was also used to reduce data to a smaller set of summary variables and to postulate that there is a smaller set of unobserved (latent) variables or constructs that underlie the variables that actually were observed. Confirmatory factor analysis (CFA) is a multivariate statistical procedure that is used to test how well the measured variables represent the number of constructs. CFA was conducted to determine the existing structure of the scale and to test how the variables are related to underlying constructs. For grit scale, two subscales (perseverance of effort and consistency of interest) were used with 14 items. For emotion regulation questionnaire, two subscales (cognitive reappraisal and expressive suppression) were used with 21 items.