The aim of our study was to translate and adapt the Emotion Regulation during Test-Taking Scale for the supposed context of educational competitions attended by high school students. We focused on some analyses necessary for its validation for the Romanian population. After translating and adapting the scale we used exploratory and confirmatory factorial analyses, those of internal consistency for each component subscale, we compared these data with those of the original instrument, and we analysed the way this construct relates to other similar but more general constructs. Thus, the results obtained by us support the fact that the scale has a solid factorial structure, both the four dimensions and the eight subscales have been maintained. The scale has undergone slight changes, by removing four items from two different subscales. Although the Task-focused Strategy Use subscale has shown an unsatisfactory internal consistency, the scale has met the conditions necessary to consider it as an acceptable one that can be used in studies concerned with emotional regulation strategies used by students in evaluative contexts.
Key words: educational competition context, emotion regulation strategies, factorial structure, psychometric properties, validation analyses