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

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 struct...

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Bibliographic Details
Published in:The Spanish journal of psychology 2014-01, Vol.17, p.E62-E62, Article E62
Main Authors: Pichardo, Carmen, Justicia, Fernando, Fuente, Jesús de la, Martínez-Vicente, José Manuel, Berbén, Ana B. G.
Format: Article
Language:English
Subjects:
Academic achievement
Adaptation, Psychological
Adolescent
Adult
Confirmatory factor analysis
Decision making
Education
Educational Status
Exploratory factor analysis
Factor Analysis, Statistical
Female
Goal setting
Happiness
Humans
Learning
Male
Measurement
Mental depression
Methodology and Psychometrics
Middle Aged
Psychological well being
Psychology
Quantitative psychology
Questionnaires
Self concept
Self control
Self evaluation
Self regulation
Spain
Students
Students - psychology
Surveys and Questionnaires
Universities - statistics & numerical data
Young Adult
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Summary: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).
ISSN:1138-7416
1988-2904
DOI:10.1017/sjp.2014.63