Factor structure of the Self-Regulation Questionnaire (SRQ) at spanish universities

  1. Pichardo Martínez, María del Carmen
  2. Justicia Justicia, Fernando
  3. de la Fuente Arias, Jesús
  4. Martínez Vicente, José Manuel
  5. García Berbén, Ana Belén
Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2014

Volumen: 17

Páginas: 1-8

Tipo: Artículo

DOI: 10.1017/SJP.2014.63 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

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).

Referencias bibliográficas

  • Boekaerts M., Pintrich P. R., & Zeidner M. (Eds.). (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
  • Brown J. M. (1998). Self-regulation and the addictive behaviors. In W. R. Miller & N. Heather (Eds.), Treating Addictive Behaviors (2nd Ed., pp. 61-73). New York, NY: Plenum Press.
  • Brown J. M.,Miller W. R.,Lawendowski L. A. 1999 The Self-Regulation Questionnaire In L. Vandecreek & T. L. Jackson (Eds.), Innovations in clinical practice: A source book. Vol. 17. 281-293). Sarasota. FL: Professional Resources Press.
  • Carey K. B., Neal D. J., & Collins S. E. (2004). A psychometric analysis of the self-regulation questionnaire. Addictive Behaviours 29, 253-260. http://dx.doi.org/10.1016/j.addbeh.2003.08.001
  • Cohen J., Cohen P., West S., & Aiken L. (2003). Applied multiple regression/correlation analysis for the behavioural sciences (3rd Ed). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Creed P. A., Fallon T., & Hood M. (2009). The relationship between career adaptability, person and situation variables, and career concerns in young adults. Journal of Vocational Behavior, 74, 219-229. http://dx.doi.org/10.1016/j.jvb.2008.12.004
  • De la Fuente J. (2003). Cuestionario de Autorregulación, CAR. [Self-Regulation Questionnaire]. (Unpublished document). Almería, Spain: Universidad de Almería.
  • De la Fuente J., & Eissa M. A. (2010). International handbook of self-regulated learning in different settings. Almería, Spain: Education & Psychology I+D+i, e-Publishing Series.
  • De la Fuente J., & Justicia F. (2007). The DEDEPRO model for regulating teaching and learning: Recent advances. Electronic Journal of Research in Educational Psychology, 3, 535-564.
  • De la Fuente J., Justicia F., & Berbén (2007). El aprendizaje experto y la autorregulación Del aprendizaje [Expert learning and self-regulated learning]. In F. Justicia, E. Fernández, & M. C. Pichardo. Enciclopedia de psicología evolutiva y de la educación [Handbook of educational and developmental psychology]. (Vol. 1., pp. 509-531). Archidona, Málaga: Aljibe.
  • De la Fuente J., Zapata L., Martínez-Vicente J. M., Cardelle-Elawar M., Sander P., Justicia F., ⋯ Berbén A. B. G. (2012). Regulatory teaching and self-regulated learning in college students: Confirmatory validation study of the IATLP Scales. Electronic Journal of Res earch in Educational Psychology, 10, 839-866.
  • De la Fuente J., Sanchez F. J. P., & Roda M. D. S. (2009). Personal self-regulation and perceived maladjusted school behaviors. Psicothema, 21, 548-554.
  • de Ridder D. T. D., Lensvelt-Mulders G., Finkenauer C., Stock F. M., & Baumeister R. F. (2012). Taking stock of self-control: A meta-Analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review 16, 76-99. http://dx.doi.org/10.1177/1088868311418749
  • Duckworth A. L., & Seligman M. E. P. (2005). Selfdiscipline outdoes IQ in predicting academic performance of adole scents. Psychological Science, 16, 939-944. http://dx.doi.org/10.1111/j.1467-9280.2005.01641.x
  • Duckworth A. L., & Kern M. L. (2011). A meta-Analysis of the convergent validity of self-control measures. Journa l of Research in Personality 45, 259-268. http://dx.doi.org/10.1016/j.jrp.2011.02.004
  • Duckworth A. L., Quinn P. D., & Tsukayama E. (2012). What no child left behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104, 439-451. http://dx.doi.org/10.1037/a0026280
  • Grañeras M., Boix M., Savall J., & Vaillo M. (2009). Las mujeres en el sistema educativo II [Women in the educational system II]. Madrid, Spain: IFIIE-Instituto de la Mujer.
  • Harri A., & Coble K. H. (2011). Normality testing: Two new tests using L-moments. Journal of Applied Statistics, 38, 1369-1379. http://dx.doi.org/10.1080/02664763. 2010.498508
  • Hu L., & Bentler P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 159-176). Thousand Oaks, CA: Sage.
  • Kanfer F. H. (1970). Self-regulation: Research, issues, and speculation. In C. Neuringer & J. L. Michael (Eds.), Beha vior modification in clinical psychology (pp. 178-220). New York, NY: Appleton-Century-Crofts.
  • Kaplan D. (2000). Structural equation modeling: Foundations and extensions. Thousand Oaks, CA: Sage
  • Karol y P., Boekaerts M., & Maes S. (2005). Toward consensus in the psychology of self-regulation: How far have we come? How far do we have yet to travel Applied Psychology: An International Review, 54, 300-311. http://dx.doi.org/10.1111/j.1464-0597.2005.00211.x
  • Kogan S. M., & Brody G. H. (2010). Linking parenting and informal mentor processes to depressive symptoms among rural African American young adult men. Cultural Diversity and Ethnic Minor ity Psychology, 16, 299-306. http://dx.doi.org/10.1037/a0018672
  • Latham G. P.,Locke E. A. 1991 Self-regulation through goal setting Organizational Behavior and Human Decision Processes 50 212-247 http://dx.doi.org/10.1016/0749-597891)90021-K
  • Miller W. R., & Brown J. M. (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviors. In N. Heather, W. R. Miller, & J. Greely (Eds.), Self-control and the addictive behaviours ( pp. 3-79). Sydney, Australia: Maxwell Macmillan.
  • Neal D. J., & Carey K. B. (2005). A follow-up psychometric analysis of the Self-Regulation Questionnaire. Psychology of Addictive Behaviors, 19, 414-422.http://dx.doi.org/10.1037/0893-164X.19.4.414
  • Neal D. J., & Carey K. B. (2007). Association between alcohol intoxication and alcohol-related problems: An event-level analysis. Psychology of Addictive Behaviors, 21, 194-204. http://dx.doi.org/10.1037/0893-164X. 21.2.194
  • Okun M. A., Levy R., Karoly P., & Ruehlman L. (2009). Dispositional happiness and college student GPA: Unpacking a null relation. Journ al of Research in Personality, 43, 711-715. http://dx.doi.org/10.1016/j.jrp.2009.03.010
  • Potgieter J. C., & Botha K. F. H. (2009). Psychometric properties of the Short Self-Regulation Questionnaire (SSRQ) in a South African context. Journal of Psychology in Africa, 19, 321-328.
  • Savickas M. L. (1997). Adaptability: An integrative construct for life-span, life-space theory. Career Development Quarterly, 45, 247-259. http://dx.doi.org/10.1002/j.2161-0045.1997. tb00469.x
  • Torrano F., & González M. C. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2, 1-34.
  • Yousefi Z., Abedi M., Baghban I., Eatemadi O., & Abedi A. (2011). Personal and situational variables, and career concerns: Predicting career adaptability in young adults. The Spanish Journal of Psychology, 14, 263-271. http://dx.doi.org/10.5209/rev-SJOP.2011. v14.n1.23
  • Zimmerman B. J. (1998). Academic studying and the development of personal skill: A self-regulated perspective. Educational Psychologist, 33, 73-86. http://dx.doi.org/10.1080/00461520.1998.9653292
  • Zimmerman B. J., & Schunk D. H. (1989). Self-regulated learning and academic achievement: Theory, research and practice. New York, NY: Springer-Verlag.
  • Zimmerman B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.http://dx.doi.org/10.3102/0002831207312909
Fuente de los datos: Dialnet