Academic Self-Regulation Questionnaire Research Articles

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

BackgroundThe increasingly complex patient care in the twenty-first century is delivered by interprofessional health care teams. Interprofessional collaboration can be taught during interprofessional education. However, whether a long-term change in collaborative competencies can be achieved by interprofessional education has not been studied sufficiently. Our research questions were: How does motivation for interprofessional collaboration and interprofessional collaborative skills change up to one year after an interprofessional educational intervention? How are they related to each other?MethodsDuring a one-year period, undergraduate medical and nursing students attended four interprofessional (intervention) or uniprofessional (control group) education sessions. Self-determination Theory was used as the theoretical framework. Autonomous and controlled motivation scores for interprofessional collaboration were calculated using the Academic Self-Regulation Questionnaire, before (T1), directly after (T2) and one year post-intervention (T3). At T3, the students also filled out the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), which measured the perceived attainment of collaborative competencies by a retrospective pre-test/post-test design. We used linear mixed effects models to analyse the motivation scores and linear regression for the relation between motivation and competence.ResultsIn the interprofessional group, autonomous motivation scores of the participants were significantly lower at T2 vs. T1. Controlled motivation scores were significantly higher at T3 vs. T1. Controlled motivation scores for T2 were significantly higher in the uniprofessional group than in the interprofessional group. Perceived competence was related to higher autonomous motivation scores. At T3 the interprofessional collaborative competencies seemed to have grown more among students in the interprofessional group.ConclusionsThe perceived growth in interprofessional collaboration competence lasted at least up to one year after the intervention, and was measurable with the ICCAS. The growth was significantly more in the IPE students than in the UPE students. The few differences found in motivation scores for interprofessional collaboration were probably caused by an imbalance of nursing versus medical students over the different time points. This finding indicates that classroom based IPE can contribute to interprofessional collaboration skills of nursing and medical students at least up to one year after an intervention.

Students’ Motivation for Honors Programs in the Netherlands

This study aimed to examine student motivation for honors programs using two types of motivation (autonomous and controlled) of Dutch traditional students, Dutch non-traditional students, and international students. Data were collected using Academic Self-Regulation Questionnaire (SRQ-A). K-means cluster analysis with autonomous and controlled motivation was conducted to identify the various types of motivation clusters. Subsequently, motivational profiles were compared using Analysis of Variance between Dutch traditional students, non-traditional students, and international students. Furthermore, associations between background variables and relative autonomous motivation of students to participate in the honors program were conducted. The response rate was 33.25% ( n = 399). Four motivational profiles were identified: (1) HAMC (High Autonomous and Moderate Controlled), (2) HALC (High Autonomous and Low Controlled), (3) MALC (Moderate Autonomous and Low Controlled), (4) and MAMC (Moderate Autonomous and Moderate Controlled). Most of the honors program students in this study were represented in the good quality-HALC motivational profile. The findings also showed higher proportions of males ( n = 71, 48%) and females ( n = 120, 49.4%) in the good quality-HALC motivation profiles. Almost half of the students were found in the good quality cluster.

The Influence of Presence Types on Learning Engagement in a MOOC: The Role of Autonomous Motivation and Grit.

We developed a research framework based on the community of inquiry theory to examine the relationship between three kinds of MOOC presence (teaching presence, social presence, and cognitive presence) and learning engagement. Further, we explored the mediating effect of autonomous motivation and the moderating role of grit in this relationship. The online survey included a sample of N = 794 college students (46.473% male) between the ages of 18 and 20. The COI survey instrument, short grit scale, the Utrecht work engagement scale-student scale and academic self-regulation questionnaire were used to test hypotheses. The study results showed that all three MOOC presences (teaching presence, social presence, and cognitive presence) had significant positive relationship with learning engagement. Autonomous motivation had a mediating role in them. Also, the positive relationship between social presence, cognitive presence, and autonomous motivation was stronger for students with a higher level of grit. This study enriches the literature on whether and how the presence knowledge of MOOC courses affects college students' learning engagement, and the complexity of MOOC environments determines that grit plays an indispensable role in the learning process.

The Effect of Internal Control on Academic Procrastination among Middle School Students: The Moderating Roles of Autonomous Motivation and Parental Pressure on Academic Performance

The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students’s academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.

Transactional Distance and College Students' Learning Engagement in Online Learning: The Chain Mediating Role of Social Presence and Autonomous Motivation.

Transactional distance remains an important issue in online education, which is an important indicator to evaluate the quality of teaching and learning in online courses and is closely related to the success of learners' online learning. The purpose of this study is to evaluate the potential mechanism of transactional distance and its three modes of interaction on the impact of learning engagement of college students. Online Education Student Interaction Scale, Online Social Presence Questionnaire, Academic Self-Regulation Questionnaire and Utrecht Work Engagement Scale-Student scales were used, revised questionnaire for cluster sampling of college students, 827 valid samples. SPSS 24.0 and AMOS 24.0 were used for analysis, and Bootstrap method was used to test the significance level of the mediating effect. Transactional distance (including the three interaction modes) was significantly and positively related to college students' learning engagement. Autonomous motivation played a chain mediating role between transactional distance and learning engagement. In addition, social presence and autonomous motivation mediated the chain between student-student and student-teacher interaction on learning engagement. In addition, however, student-content interactions did not significantly impact social presence, and the chain mediating effect of social presence and autonomous motivation between student-content interaction and learning engagement was not supported. Based on transactional distance theory, this study reveals the role of transactional distance on college students' learning engagement and the mediating effect of social presence and autonomous motivation in the relationship between transactional distance (and three interaction modes of transactional distance) on college students' learning engagement. This study supports the findings of additional online learning research frameworks and empirical studies to enhance our understanding of how online learning affects college students' learning engagement and the important role of online learning in college student's academic development.

Adaptation and Validation to Spanish elementary school children of the Academic Self- Regulation Questionnaire (SRQ-A)

Introduction. The assessment of student motivation can be a powerful tool for understanding the factors that can influence the school environment, where students, families, teachers, psychologists or administration can develop interventions related to the improvement of learning through the motivational style based on the Self-Determination Theory (SDT). The present study aims to offer a Spanish version of the Academic Self-Regulation Questionnaire (SRQ-A), one of the most widely used instruments worldwide to measure academic motivation. Method. A confirmatory factor analysis (CFA) was conducted on a sample of 1343 elementary school students aged 8 to 13 years. To analyse the divergent validity, a correlation analysis was carried out between the four-factor model of the SRQ-A and to analyse its reliability, Cronbach's alpha and McDonald's omega were used. Also, its invariance was tested taking gender and grade as reference. Finally, in order to analyse its convergent validity, a Pearson correlation of the motivational regulatory styles with the level of satisfaction of basic psychological needs was carried out. Results. A good convergent and discriminant validity of the reduced Spanish version of the SRQ-A was shown, as a positive correlation was observed between the most self-determined styles and the level of satisfaction of autonomy, competence and relatedness needs. A multiple-group CFA showed that the structure of the four-factor model did not vary according to gender or grade level. Discussion or Conclusion. The Spanish version of the SRQ-A demonstrates that it is a reliable instrument for measuring academic motivation described in the TAD in elementary school students.

"Time is My Own Treasure": Parental Autonomy Support and Academic Procrastination Among Chinese Adolescents.

PurposePrevious studies have shown that academic procrastination not only affects middle school students’ academic performance but also causes them physical and psychological stress, as well as negative emotions. Therefore, it is necessary to explore the influencing factors of academic procrastination and its internal mechanisms. This study aims to explore the relationship between perceived parental autonomy support and academic procrastination, as well as the role of autonomous motivation and time management disposition.Participants and MethodsCross-sectional data from 662 middle school students were collected using the Parental Autonomy Support Scale, Academic Procrastination Inventory for Middle School Students, Academic Self-Regulation Questionnaire and Adolescence Time Management Disposition Scale. SPSS and its PROCESS macro were used for data analysis.ResultsAfter gender and age were controlled, the results showed that perceived parental autonomy support could not only directly predict middle school students’ academic procrastination but also predict three paths of procrastination: (1) the mediating role of autonomous motivation, (2) the mediating role of time management disposition, and (3) the chain mediating role of autonomous motivation and time management disposition.ConclusionAutonomous motivation and time management disposition played a chain mediating role in the relationship between perceived parental autonomy support and academic procrastination in middle school students.

Self-Determination Factors and Their Impact Through the Relative Autonomy Index on Skills-Based Learning

Through this study, we aim to identify the relationships between self-determination factors and skills-based learning, as well as the impact of these relationships on increasing the quality of skills-based learning in lower secondary education. The methodology of this paper is the use of quantitative methods of descriptive and inferential statistics in order to study the principle of self-determination through statistical estimation of the RAI (Relative Autonomy Index) coefficient. The data for the conduct of the empirical study were made possible by the questionnaires of the academic self-regulation type. The study includes two samples of students divided by the learning difficulty level. The novelty of this study is precisely the inclusion of the students with learning difficulties and the comparison of their outcomes with those of progressive students. There are many studies on the latter, some of which have guided the idea of this study. The Relative Autonomy Index was built by assessing the motivation sublevels dependent on their position in the self-determination process. Consequently, the data were collected by the standard academic self-regulation questionnaire, for the students with learning difficulties (45 students) and progressive students (45 students). The content of the questions is mainly about the reasons that make students do their works at school. The study of the RAI variable was conducted by treating the data according to their classification in terms of students' level of learning difficulties. To conclude on the relation of controlled motivation to relative autonomous motivation, the results of cross-quartile and descriptive distribution of RAI variable were studied. According to the selected sample, the analysis of this empirical study does not give us a good picture of the implementation of the skills-based curriculum, a process, which should enable each student to master the key skills for lifelong learning. Received: 20 April 2021 / Accepted: 16 June 2021 / Published: 8 July 2021

Six Weeks of Basketball Combined With Mathematics in Physical Education Classes Can Improve Children's Motivation for Mathematics.

This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7–12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (−9.38%, p < 0.001), but not for BM (−0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.

The role of educational motivation in the creativity of intellectually gifted primary schoolchildren

The importance of external and internal motivation in the academic success of students and their persistence in achieving educational and cognitive goals is considered within the framework of the theory of self-determination. The role of different types of educational motivation in the development of the creative potential of students remains insufficiently studied, especially in relation to primary schoolchildren. The research objective is to clarify the role of different motives for learning activity through differences in the figurative and verbal creativity of intellectually gifted primary schoolchildren on the threshold of adolescence. The study involved 96 intellectually gifted primary schoolchildren of the 3rd-4th grades (the average age is 9.6; the number of boys and girls is the same). The internal and external motivation of their educational activity was studied using the “Scale of educational motivation” developed by T.O. Gordeeva based on the Academic Self-Regulation Questionnaire (SRQ-A) by Ryan and Connell. Divergent creativity was analyzed using N.B. Shumakova’s methodology “Figurative and verbal creativity”. An ambiguous relationship has been revealed between different types of motivation and indicators of verbal and imaginative creativity. Internal cognitive motivation and self-development are reliably and directly related to imaginative fluency (r=0.28 and r=0.24), while external motivation (parental regulation) and imaginative creativity (including imaginative originality and elaboration) are linked reversely (r=-0.31, r=-0.24). The regression analysis has demonstrated that external motivation (learning for the sake of fulfilling the parents’ requirements) at primary school age is a negative predictor of imaginative creativity and originality of intellectually gifted students in their adolescence (F=6.91, β=-0.321, p=0.01 and F=6.57, β=-0.314, p=0.01).

The Mediating Role of Academic Self-Regulation in the Relationship between Parenting Dimensions and Academic Procrastination

Background: Academic procrastination can be influenced by personality and family factors. The purpose of this study was to investigate the mediating role of academic self-regulation in the relationship between parenting dimensions and academic procrastination among elementary students. Methods: The method used in this study was correlation. The statistical population included all male students from the second period of elementary school in Garmeh city, Iran. Through cluster sampling, we selected a number of 278 male students. Data collection instruments were Academic Procrastination Scale, Academic Self-Regulation Questionnaire, and Parenting Style Scale. We finally analyzed the data via structural equation modeling. Results: The results showed that paternal responsiveness (r=-0.29), paternal demandingness (r=-0.34), maternal responsiveness (r=-0.24), and maternal demandingness (r=-0.34) significantly correlated with academic procrastination (P<0.0001). Furthermore, paternal responsiveness (r=0.28), paternal demandingness (r=0.25), maternal responsiveness (r=0.30), and maternal demandingness (r=0.28) were significantly associated with academic self-regulation (P<0.0001). Academic self-regulation also had a relationship with academic procrastination (r=-0.24, P<0.0001). The results of structural equation modeling showed that academic self-regulation had a mediating role in the association between parenting dimensions and academic procrastination (RMSEA=0.037). Conclusions: Parents with appropriate control and responsiveness promote the academic self-regulation of their children and prevent academic procrastination.

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

Background. The Academic Self-Regulation Questionnaire (SRQ-A) is a useful self-report measure of academic motivation grounded in self-determination theory (E. Deci, R. Ryan).

Relationship between parental autonomy support and academic motivation among junior high students

This study aims to observe the relationship between parental autonomy support and academic motivation among junior high students. This correlational study collected data from 124 students and their mothers. Convenience sampling was used. The instruments employed were Perceived Parental Autonomy Support Scale and Academic Self-Regulation Questionnaire translated into Indonesian. The Spearman’s Rank was used for correlation analysis. The results revealed that parental autonomy support and maternal autonomy support has a positive correlation with students’ autonomous motivation. The more frequently students receive support from parents and the more frequently mothers give support to their children, the higher motivation students have to perform activities they desire. Maternal autonomy support also associates positively with students’ controlled motivation. The more often mothers give freedom, the higher motivation students have to do activities coming from internal and external pressures. Parental control perceived by students and maternal control have no link with overall motivation.

The Effect of Child - Centered Play Therapy on Intrinsic Motivation and Academic Achievement of At-risk Elementary School Students

Academic achievement is an important concern for professionals in schools and for school counselor in particular. In this study of at-risk elementary school students, researchers examined the effectiveness of child-centered play therapy (CCPT) on academic achievement and academic self-regulation. The experimental group participated in biweekly, 30-minute play therapy sessions for eight weeks. Findings indicated that the at-risk students participating in the experimental group in this study (n = 21) demonstrated a statistically significant increase on the Early Achievement Composite of the Young Children’s Achievement Test, when compared to children in the waitlist control group (n = 21). The researchers found no significant differences for the Academic Self-Regulation Questionnaire between groups. Additional findings of the analysis indicated that from pretest to posttest, the play therapy (PT) group Intrinsic Motivation scores remained the same over the time of treatment, while the waitlist control (WC) group scores decreased. Results demonstrate continued support for the use of CCPT as an intervention for academic achievement and as an important tool for school counselors to implement in a comprehensive school counseling program.

Academic Self-Regulation in Autism Spectrum Disorder: A Principal Components Analysis

ABSTRACT Research on Academic Self-Regulation (ASR) of students with ASD has shown that their inability to regulate is associated with a general functional and developmental dysregulation. The purpose of this study is to evaluate the behavioral and general adjustment of students with ASD, specifically in responding to the academic requirements of a typical class. ASR was assessed through quantitative research design. The sample of the research consisted of 200 Special Educators who work with students with ASD on a regular basis during the last three years. They were given the ASR Questionnaire. The results showed statistically significant positive correlations between all subscales of Academic Self-Regulation (External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation). Principal Components Analysis (PCA) was used to examine the interrelationship among the various parameters of ASR in students with ASD. PCA showed that 17 components can explain an adequately percent of the model’s variance for their ASR skills. Results are discussed for their educational placement.

The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children

BackgroundSeveral studies have focused on the assessment of students’ motivation because this construct is very important to understand students’ learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children.MethodsParticipants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability.ResultsESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades.ConclusionsOur findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.

Toward Effective Robot--Child Tutoring

Personalized learning environments have the potential to improve learning outcomes for children in a variety of educational domains, as they can tailor instruction based on the unique learning needs of individuals. Robot tutoring systems can further engage users by leveraging their potential for embodied social interaction and take into account crucial aspects of a learner, such as a student’s motivation in learning. In this article, we demonstrate that motivation in young learners corresponds to observable behaviors when interacting with a robot tutoring system, which, in turn, impact learning outcomes. We first detail a user study involving children interacting one on one with a robot tutoring system over multiple sessions. Based on empirical data, we show that academic motivation stemming from one’s own values or goals as assessed by the Academic Self-Regulation Questionnaire (SRQ-A) correlates to observed suboptimal help-seeking behavior during the initial tutoring session. We then show how an interactive robot that responds intelligently to these observed behaviors in subsequent tutoring sessions can positively impact both student behavior and learning outcomes over time. These results provide empirical evidence for the link between internal motivation, observable behavior, and learning outcomes in the context of robot--child tutoring. We also identified an additional suboptimal behavioral feature within our tutoring environment and demonstrated its relationship to internal factors of motivation, suggesting further opportunities to design robot intervention to enhance learning. We provide insights on the design of robot tutoring systems aimed to deliver effective behavioral intervention during learning interactions for children and present a discussion on the broader challenges currently faced by robot--child tutoring systems.

The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction

A total of 418 adolescents completed the Revised Academic Self-Regulation Questionnaire, the Utrecht Work Engagement Scale-Student, the Basic Needs Satisfaction Scale, and the Satisfaction with Life Scale. Based on self-determination theory, this study examines the relationship between academic autonomous motivation, basic psychological needs satisfaction, learning engagement, and life satisfaction. Results indicate that adolescents' academic autonomous motivation has a significant predictive effect on life satisfaction and learning engagement and that the satisfaction of basic psychological needs plays a mediating role on this predictive effect.

ЕВАЛУАЦИЈА НИКОЛА ТЕСЛА ЦЕНТАР СИСТЕМА У I И V РАЗРЕДУ ОСНОВНЕ ШКОЛЕ

The main aim of the conducted research was to evaluate the Nikola Tesla Center (hereandafter NTC) learning system in school settings and to assess its potential advantages over the traditional method of teaching. There were two samples in this research. The first sample consisted of 46 pupils from two classes of the fifth grade, from which one was using the NTC learning system, and the other one traditional forms of teaching. Pupils were tested with the Bond’s logical operation test and academic self-regulation questionnaire. Differences between the two classes were tested using the t-test for independent samples. The results showed that fifth graders who were using the NTC learning system achieved a significantly higher score in the level of formal thinking development. The second sample consisted of 31 pupils from two classes of the first grade - one class was using the NTC system and the other one traditional method of teaching. First graders were tested with the REVISK subscales (vocabulary, understanding and information), short version of academic self-regulation questionnaire, Bender-Gestalt test and divergent thinking test. In this case, using the Mann-Whitney U test (due to the small sample), no significant differences between these two groups were found on intelligence, motivation, visual-motor functioning and divergent thinking. Based on these results the effectiveness of the program in developing formal-operational thinking at age of 11/12 years can be assumed.

The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment

The aim of this quasi-experimental intervention study was to investigate the association between primary school students’ (9–13 years) school motivation and regular participation in education outside the classroom (EOtC). School motivation of 311 Danish public students from 24 intervention classes and 88 students from seven parallel comparison classes was measured at the start and end of the 2014–2015 school year using the Academic Self-Regulation Questionnaire (SRQ-A). Exposure to EOtC was monitored by intervention and comparison teachers. Multilevel analyses showed that regular exposure to EOtC was associated with improvement in intrinsic motivation and was moderated by prior intrinsic motivation in favor of students with higher prior intrinsic motivation. Results were independent of gender and socio-economic-status.