Idiodynamic ratings of second-language speaking anxiety and enjoyment and pre-post-intervention emotion-regulation strategy changes among English majors in Poland (2023)

<p><span style="color:black">The idiodynamic methodology was used to elicit state (foreign language) anxiety and (foreign language) enjoyment fluctuations of 24 participants in second-language-English dyadic speaking and the strategies they used to down- and up- regulate the emotions. Approximately 3.5 minutes of each participant’s pre-intervention interactive role-play task performance was video-recorded. While viewing the recordings immediately post-task, participants rated the intensity of their in-task emotions on a per-second basis using the idiodynamic software with a scale of 0-10. Subsequently, each participant was interviewed twice: once concerning anxiety and once enjoyment. Recall was stimulated by the software-generated emotion fluctuation graphs and video recordings. Participants reported the exact emotion-regulation strategies they employed. Of the 24 participants, 20 were randomly placed in the experimental (</span><em style="color:black">n</em><span style="color:black">&#61;10) and control (</span><em style="color:black">n</em><span style="color:black">&#61;10) groups. Beginning one week after the initial data collection, experimental participants received 1.5 hours of emotion-regulation strategy instruction spread over three weeks. One week after this intervention, the same data collection procedure, which, however, included a task with a different topic, was used with the experimental and control participants to determine the influence of the instructional treatment on the use of emotion-regulation strategies and the intensity of the emotions. The dataset includes all participants’ idiodynamic ratings collected before and after the instructional intervention (the idiodynamic ratings sheet). It also includes experimental and control participants’ data for </span>a series of binary categorical variables indicating pre-post-intervention changes in the use of (a) <span style="color:black">specific emotion-regulation strategies and (b)</span> strategies belonging to the strategy families<span style="color:black"> (the ERS adoption/dropping post-int. sheet). For the pre-post change variables, the data-point value of 1 indicates that a given strategy (the specific strategy variables) or at least one strategy belonging to each family (the strategy family variables) was used for the first time (the “added” variables) or dropped (the “dropped” variables) by a given participant post-intervention. The data-point value of 0 indicates no addition or dropping of strategies post-intervention. The data have been anonymized through the use of participant pseudonyms. </span></p><p><br /></p>