The Difficulties in Emotion Regulation Scale (DERS) evaluates the transdiagnostic construct of emotion dysregulation and its connection to various psychopathologies. However, researchers have questioned the validity of the original six-factor structure. This research examines the latent variables implicated in the DERS using Exploratory Graphical Analysis among 428 university students in the northeastern United States (ages 18-30). EGA is a psychometric approach that evaluates constructs through visually represented graphical networks. These networks provide an understanding of the interconnection among items through nodes and edges. Clusters of nodes signify distinct variables/communities, while the edges between nodes indicate the predicted statistical associations between variables. The total sample was divided in half, and an EGA was run on half of the sample; the resulting factor structure was then confirmed using the other half of the sample. EGA results suggest the DERS is better explained as five interrelated latent variables. Based on the stability analysis, 10 DERS items were eliminated when using a 0.7 factor loading cutoff. Confirmatory factor analysis was run on the remaining 26 items on the second sample, which reaffirmed a 4-factor model as a good fit for the data (CFI=.911; RMSEA=.071; p<.001). Due to a significant interaction between communities in the EGA, a higher-order confirmatory factor analysis was run. Results showed an adequate fit (CFI=.89; TLI=.88; p<.001). As the original CFA produced a better fit than the higher-order CFA, four interrelated but independent factors may be a better conceptualization of difficulties in emotion regulation than one overarching factor with four subscales. Revising the DERS using EGA facilitates a comprehensive understanding of the scale's construct validity, highlighting the shared variance among factors. The implementation of a DERS-Revised version, characterized by four interrelated factors (Emotional Awareness, Helplessness, Self-Deprecation, Difficulties with Executive Function), enhances assessment strategies and promotes interventions to address emotion regulation difficulties.