Validation of the Short Self-Regulation Questionnaire for Taiwanese College Students (TSSRQ)

Chen, Yang-Hsueh; Lin, Yijia

doi:10.3389/fpsyg.2018.00259

Cited by 36 publications

(36 citation statements)

References 28 publications

(46 reference statements)

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“… Chen and Lin’s (2018) research re-validated Carey et al’s. (2004) Short Self-Regulation Questionnaire (SSRQ) based on a national sample of Taiwanese college students.…”

Section: Theoretical Backgroundmentioning

confidence: 68%

Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling

Habók

Magyar

2018

Front. Psychol.

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The main objective of the present research is to validate a Self-Regulated Foreign Language Learning Strategy Questionnaire based on previous research, conceptualised in a strategy inventory for language learning and self-regulated language learning. A total of 2223 lower secondary school children participated in the study. After the questionnaire development process, children completed the questionnaire online. Confirmatory factor analyses (CFA) were conducted through structural equation modelling (SEM) to assess our hypothesised six-factor structure model. The results of the CFA validated a five-factor correlated model with metacognitive, cognitive, meta-affective, meta-sociocultural-interactive and sociocultural-interactive factors, while the affective factor was not included. Internal and composite reliability confirmed the consistency of our factors, and convergent validity provided evidence for significant relationships between them. Our results draw attention to the complexity of language learning strategy use, which spans cognitive, affective and sociocultural factors as well as their ‘meta’ approaches. A more concrete distinction demands further investigation and a more accurate design of the questionnaire in the affective field.

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“… Chen and Lin’s (2018) research re-validated Carey et al’s. (2004) Short Self-Regulation Questionnaire (SSRQ) based on a national sample of Taiwanese college students.…”

Section: Theoretical Backgroundmentioning

confidence: 68%

Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling

Habók

Magyar

2018

Front. Psychol.

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“…However, no gender difference was found with peer studying and help seeking strategies among those participants. Other researchers discovered female college students do better in memorizing and have a higher level of self-regulation than their male counterparts (Chen & Lin, 2018). Some studies, however, argued male college students more often used self-regulated learning strategies compared to female college students (Baily, 1996), while others found no significant or very few differences between men and women college learners (Shmais, 2003;Szoke & Sheorey, 2002).…”

Section: Gender Differences In Self-regulated Learningmentioning

confidence: 99%

“…Self-regulation has been found to be an important strategy for science, technology, engineering, and mathematics (STEM) learning as it is highly desirable for STEM college students to apply and synthesize the fundamental disciplinary concepts (Miller, 2015). Chen and Lin (2018) investigated approximately one million college students in Taiwan and discovered students who major in STEM-related domains (e.g., science, engineering) expressed a lower level of self-related regulation compared to students in non-STEM related areas. More research effort is needed to examine the self-regulated learning of students in both STEM and non-STEM academic disciplines in order to promote their self-regulation and learning outcome.…”

Section: Study Major Differences In Self-regulated Learningmentioning

confidence: 99%

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Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors

Lin¹

2019

JGER

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The number of adult learners is growing rapidly in the US institutions, and these learners have become an important student population in colleges. Therefore, it is important to understand their learning strategies in order to better assist them to achieve academic goals. Meanwhile, US institutions have dramatically increased the number of international English as a Second Language (ESL) students. Thus, to better understand these students' learning strategies and help them succeed is a need. Therefore, the purpose of this study is to investigate the differences in learning strategies (i.e., cognitive and metacognitive strategies and resource management strategies) of adult learners regarding non-native status (international ESL learner vs. native speaker American learner), gender, and study majors. Two hundred and thirty-six adult learners participated in the study, and results indicated all these three variables have significant influences on these learners' learning strategies.Studies identified several self-regulated learning strategies, such as self-evaluating, organizing and transforming, seeking information, goal-setting and planning, and rehearsing (Zimmerman & InstrumentThe Motivated Strategies for Learning Questionnaire (MSLQ) along with a demographic questionnaire were used in the study. MSLQ, which consisted of 81 items, was developed by Pintrich and Garcia (1991). Students rated themselves on a 7-point Likert scale, from 1 (not at all true of me) to 7 (very true of me). Scores for the individual scales were computed by taking the mean of the items which made up the scale. The Cronbach's alpha of MSLQ ranges from 0.52 to 0.93.The MSLQ instrument, which consists of 15 sections, is modular, and it allows scholars to use sections together or individually. Therefore, based on previous literature and the research questions 62 Lin: Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors Published by Scholar Commons, 2019

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“…Alonso y Arranz, 2011; Robledo, García, Díez, Álvarez, Marbán, de Caso, Fidalgo, Arias, y Pacheco, 2010), la inteligencia emocional (Merino, Hontangas y Petrides, 2018), la autorregulación (Cheng y Lin, 2018;Doménech-Betoret, Abellán-Roselló y Gómez-Artiga, 2017;Fidalgo y García, 2008;Li, Ye, Tang, Zhou y Hu, 2018), las habilidades emocionales de los discentes (Gutiérrez, 2018;Morales, 2018) y los social media (García-Martín y García-Sánchez, 2013; García-Martín y García-Sánchez, 2015)), se han convertido en los promotores de la calidad educativa, influyendo positiva o negativamente en el rendimiento académico de los escolares (Doménech-Betoret et al, 2017;García-Martín y Cantón, 2018;Karagiannopoulou, Milienos y Athanasopoulos, 2018).…”

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Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG ESTUDIANTES)

Martín¹,

García²,

Inciarte³

et al. 2019

Revista INFAD de Psicología

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Las distintas reformas estructurales, organizativas y metodológicas que ha sufrido el Espacio de Educación Superior, han provocado cambios sustanciales en el modelo educativo imperante en el ámbito universitario y por consiguiente, en los planes de estudios. Bajo este prisma, en la presente comunicación se describe el diseño de un cuestionario ad hoc online, EMICOG – versión estudiantes, mediante la herramienta web, SurveyMonkey. Con él, se pretenden determinar y analizar las percepciones y creencias de utilidad futura que los alumnos tienen acerca de distintas metodologías docentes aplicadas en diversas asignaturas de grados y másteres impartidos en la Universidad de la Costa (Colombia). Al mismo tiempo que se examinan las formas de valoración o evaluación de las actividades transversales efectuadas, prestando especial atención a las competencias genéricas tales como la lectura crítica y la construcción textual. En este sentido, el EMICOG - versión estudiantes cuenta con ocho categorías claramente diferenciadas: i) datos de carácter general, ii) técnicas y estrategias instruccionales, iii) recursos utilizados en la evaluación y enseñanza de la asignatura,iv) variables psicoeducativas, v) necesidades formativas, vi) procesos de estudio y de aprendizaje, vii) actitudes hacia el aprendizaje y la evaluación y, viii) ansiedad hacia el aprendizaje y la evaluación, que son examinadas mediante escalas tipo Likert de 5 o 7 puntos. Por ello, la aplicación del mismo a 2275 estudiantes de pregrado de la Universidad de la Costa permitirá extraer perfiles diferenciales y diseñar estrategias de actuación instruccional exitosa para la mejora de los resultados académicos en las pruebas nacionales de Saber Pro, a las que se presentarán los discentes colombianos al finalizar sus estudios universitarios. Se trata de un Proyecto de Investigación Competitivo CONV-ÍNDEX Núm. 13-2018, Código Proyecto INV. 150-01-007-13 Universidad de la Costa (Colombia) – Universidad de León (España). Evaluado por la ACAC (MEN Colombia).

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Validation of the Short Self-Regulation Questionnaire for Taiwanese College Students (TSSRQ)

Cited by 36 publications

References 28 publications

Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling

Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling

Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors

Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG ESTUDIANTES)

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