Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-25T20:59:13.288Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  04 August 2014

Carmen Pichardo ,
Fernando Justicia ,
Jesús de la Fuente ,
José Manuel Martínez-Vicente  and
Ana B. G. Berbén
Carmen Pichardo*
Affiliation:
Universidad de Granada (Spain)
Fernando Justicia
Affiliation:
Universidad de Granada (Spain)
Jesús de la Fuente
Affiliation:
Universidad de Almería (Spain)
José Manuel Martínez-Vicente
Affiliation:
Universidad de Almería (Spain)
Ana B. G. Berbén
Affiliation:
Universidad de Granada (Spain)
*
*Correspondence concerning this article should be addressed to M. Carmen Pichardo. Facultad de Ciencias de la Educación. Universidad de Granada. Campus de Cartuja s/n. 18017. Granada (Spain). Phone: +34–958249658. Fax: +34–958248975. E-mail [email protected]
Get access Rights & Permissions [Opens in a new window]

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).

Keywords

self-regulationconfirmatory factor analysisself-regulated learning
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E62
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. San Diego, CA: Academic Press.Google Scholar
Brown, J. M. (1998). Self-regulation and the addictive behaviors. In Miller, W. R. & Heather, N. (Eds.), Treating Addictive Behaviors (2 nd Ed., pp. 61–73). New York, NY: Plenum Press.Google Scholar
Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The Self-Regulation Questionnaire. In Vandecreek, L. & Jackson, T. L. (Eds.), Innovations in clinical practice: A source book. (Vol. 17., pp. 281–293). Sarasota. FL: Professional Resources Press.Google Scholar
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 Google Scholar
Cohen, J., Cohen, P., West, S., & Aiken, L. (2003). Applied multiple regression/correlation analysis for the behavioural sciences (3 rd Ed). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
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 Google Scholar
De la Fuente, J. (2003). Cuestionario de Autorregulación, CAR. [Self-Regulation Questionnaire]. (Unpublished document). Almería, Spain: Universidad de Almería.Google Scholar
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.Google Scholar
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.Google Scholar
De la Fuente, J., Justicia, F., & Berbén, (2007). El aprendizaje experto y la autorregulación del aprendizaje [Expert learning and self-regulated learning]. In Justicia, F., Fernández, E., & Pichardo, M. C.. Enciclopedia de psicología evolutiva y de la educación [Handbook of educational and developmental psychology]. (Vol. 1., pp. 509–531). Archidona, Málaga: Aljibe.Google Scholar
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 Research in Educational Psychology, 10, 839–866.Google Scholar
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.Google Scholar
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 Google Scholar
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939–944. http://dx.doi.org/10.1111/j.1467-9280.2005.01641.x Google Scholar
Duckworth, A. L., & Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality 45, 259–268. http://dx.doi.org/10.1016/j.jrp.2011.02.004 CrossRefGoogle ScholarPubMed
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 Google Scholar
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.Google Scholar
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 Google Scholar
Hu, L., & Bentler, P. M. (1995). Evaluating model fit. In Hoyle, R. H. (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 159–176). Thousand Oaks, CA: Sage.Google Scholar
Kanfer, F. H. (1970). Self-regulation: Research, issues, and speculation. In Neuringer, C. & Michael, J. L. (Eds.), Behavior modification in clinical psychology (pp. 178–220). New York, NY: Appleton-Century-Crofts.Google Scholar
Kaplan, D. (2000). Structural equation modeling: Foundations and extensions. Thousand Oaks, CA: Sage Google Scholar
Karoly, 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 CrossRefGoogle Scholar
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 Minority Psychology, 16, 299–306. http://dx.doi.org/10.1037/a0018672 Google Scholar
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/10.1016/0749-5978(91)90021-K CrossRefGoogle Scholar
Miller, W. R., & Brown, J. M. (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviors. In Heather, N., Miller, W. R., & Greely, J. (Eds.), Self-control and the addictive behaviours (pp. 3–79). Sydney, Australia: Maxwell Macmillan.Google Scholar
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 Google Scholar
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 CrossRefGoogle ScholarPubMed
Okun, M. A., Levy, R., Karoly, P., & Ruehlman, L. (2009). Dispositional happiness and college student GPA: Unpacking a null relation. Journal of Research in Personality, 43, 711–715. http://dx.doi.org/10.1016/j.jrp.2009.03.010 Google Scholar
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.Google Scholar
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 CrossRefGoogle Scholar
Torrano, F., & González, M. C. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2, 1–34.Google Scholar
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 CrossRefGoogle ScholarPubMed
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 Google Scholar
Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research and practice. New York, NY: Springer-Verlag.Google Scholar
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 Google Scholar