Self-Regulation Questionnaire (SRQ) in Spanish Adolescents: Factor Structure and Rasch Analysis

Abstract

Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to measure the generalized ability to regulate behavior. Self-regulation is related to the management of risk behaviors, such as drug abuse or anti-social behaviors. The SRQ has been used in young adult samples. However, some risk behaviors are increasing among adolescents. The aim of this study is to examine the psychometric properties of the SRQ among Spanish adolescents.Methods: 845 high-school Spanish students (N = 443; 52.43% women), from 12 to 17 years old and ranging from the first to the fourth year of studies, completed the SRQ. A confirmatory factor analysis (CFA) was carried out in order to establish structural adequacy. Then, a study of each subscale was conducted using the Rasch model for dimensionality, adjustment of the sample questions, functionality of the response categories, and reliability.Results: While controlling for method effects, the data showed goodness of fit with the four-factor solution and 17 items (Goal setting, Decision making, Learning from mistakes, and Perseverance), and the four sub-scales were unidimensional according to the Rasch analysis. The Rasch model itself was shown to be reliable, but not at the level of persons. This means that the instrument was not sensitive enough to discriminate people with different self-regulation levels.Discussion: These results support the use of the Spanish Short SRQ in adolescent samples. Some suggestions are made to improve the instrument, particularly in its application as a diagnostic tool.

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

“…This variable was measured using the Short Self-Regulation Questionnaire (SSRQ) (Miller and Brown, 1991). Previously validated in Spanish samples (Pichardo et al, 2014(Pichardo et al, , 2018, it possesses acceptable validity and reliability values, similar to the English version. The original SRQ (Brown et al, 1999) evaluates subjects' SR of behavior, understood as the ability to plan and manage their own behavior in a flexible way, according to the desired outcomes.…”

The Construct Validity of the Russian Version of the Modified Academic Self-Regulation Questionnaire (SRQ-A) among Elementary and Middle School Children

“…The SRQ-A has been widely used and applied across different cultures, including in North America (Grolnick, Ryan, & Deci, 1991); Germany (Kröner, Goussios, Schaitz, Streb, & Sosic-Vasic, 2017); Belgium (Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009); Italy (Alivernini, Lucidi, & Manganelli, 2011); Turkey (Bağçeci & Kanadli, 2014); Japan (Yamauchi & Tanaka, 1998); and China (Vansteenkiste, Zhou, Lens, & Soenens, 2005). It was also adapted into Spanish (Pichardo et al, 2018) and Portuguese (Gomes et al, 2019).…”

Qualitative Systematic Review of Emotional Processes and Social Interaction: Behavioral Analysis in Contexts of Political Violence

“…In emotional processes, repertoires are identified, such as the identification of emotional states, the communication of emotion, the ability to relate it to situations or people (Mancini, Biolcati, Agnoli, Andrei, & Trombini, 2018), and emotional regulation, aimed at modulating and responding to the own experience (Pichardo, Cano, Garzón-Umerenkova, de la Fuente, & Amate-Romera, 2018). On the other hand, behaviorism talks about social interaction as the degree to which behaviors are deployed to be competent or not in front of the demands of the social environment (Raby et al, 2018), as it is assertive communication (Boyatzis, 2018).…”