Factor Structure of the Self-Regulation Questionnaire (SRQ) at Spanish Universities

Abstract

The Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ, extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory. In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis. The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to self-regulated learning (r = .40, p < .01) and students' grades (r = .15, p < .01). Differences from other studies done in North America are discussed, as well as similarities to a study from North-West University (in South Africa).

Adaptação cultural do Questionário Reduzido de Autorregulação: sugestões de aplicação para área de voz

“…The total score and/or the two dimensions can be calculated. The items 1,5,8,12,14,15,16,17,18,19,20,21,25,26 belong to the goal setting dimension, and the items 2, 3, 4, 6, 7, 9, 10, 11, 13, 22, 23, 24, 27, 28, 29 to the "impulse control" dimension. A simple sum of all items is performed.…”

“…Validation and factorial analysis studies of this instrument in other languages, such as Portuguese from Portugal and Spanish from Spain, had been conducted with the aim of checking the sensitivity and specificity of this questionnaire to discriminate other phenomena such as additive behavior (11) and learning disorders (14) . Thus, it is believed that the translated and linguistically and culturally adapted Brazilian Portuguese version can be used not only for dysphonic patients, but also to investigate the self-regulation of other population groups with different characteristics.…”

“…Subsequently, studies verifying the structure and internal consistency of the SRQ have been carried out based on factorial analysis and resulting in its reduced version, the so-called Short Self-Regulation Questionnaire (SSRQ) with 31 items strongly correlated with the SRQ (9,10) . This instrument has been used to verify the relationship between self-regulation and various cognitive and behavioral issues, such as drug use and other psychoactive substances (11,12) , learning disorders (13) ; treatment adherence (14) , among others. Particularly regarding vocal behavior, the acquisition and generalization of new vocal behaviors directly require self-regulation, which may be related to the gains/modifications resulting from voice therapy (6) .…”

Competencia para Estudiar y Aprender en Contextos Estresantes: Fundamentos de la Utilidad e-Afrontamiento del Estrés Académico®

“…Es la habilidad de gestión comportamental general (Pichardo et al, 2014) que permiten establecer planificar y establecer metas al comienzo de una tarea, establecer control y toma de decisiones durante la misma, y aprender de los errores, al finalizarla. Esta macrocompetencia personal es predictora de los comportamientos autorregulatorios en la vida cotidiana, lo que predice conductas de ajuste personal.…”

“…En el caso específico de alumnado universitario, estudiante u opositor, es conveniente trabajar sobre un modelo de competencia para aprender y estudiar en situaciones de estrés (de la Fuente, 1994(de la Fuente, , 2014 que integre ambos niveles de subcompetencias conceptuales, procedimentales y actitudinales. Para ello, la Guía de uso (de la Fuente, 2014a) y la innovación tecnológica denominada e-Afrontamiento del Estrés Académico (de la Fuente, 2014b) pretenden contribuir a tal fin.…”