Self-Regulation Questionnaire Research Articles

Associations of stigma, loneliness, and treatment self-regulation with HIV medication adherence among individuals with substance use disorder using a mobile health application

IntroductionMedication adherence contributes to poor HIV outcomes, especially among people with HIV and Substance use disorder (SUD). Mobile health applications have been leveraged to improve behavioral health outcomes among this population. Our cross-sectional study examined the relationship between medication adherence with factors such as treatment self-regulation, isolation, and internalized stigma, among people with HIV and SUD using the Addiction Comprehensive Health Enhancement Support System (A-CHESS) mobile app.MethodsA sample of 208 participants using A-CHESS to improve treatment adherence completed a survey. Adherence was measured using the Four-item Morisky Medication Adherence Scale and dichotomized (maximum score of 20 points considered as adherent). Positive and negative affect was measured separately using Positive Affect Negative Affect Schedule and loneliness was measured using UCLA three-item Loneliness Scale. Internalized stigma was measured using Internalized AIDS-Related Stigma Scale. Competence/Treatment self-regulation was measured using Treatment Self-regulation Questionnaire. Multivariable logistic regression was used to assess the associations of affect, treatment self-regulation, isolation, and internalized stigma, with adherence to antiretroviral therapy adjusting for age, education, and gender.ResultsAmong 208 participants in this study, most were Black (n = 137; 66%), male (n = 156; 75%) and had a mean age of 46 (standard deviation = 11.3). The most reported substances associated with missing HIV medication were alcohol (27%) and cocaine/crack (20%). Logistic regression analysis revealed that internalized stigma was significantly associated with HIV medication adherence (OR = 0.82; 95% CI: 0.70–0.99; p = 0.034).ConclusionInternalized stigma was significantly associated with HIV medication adherence. Further research is needed to better understand this relationship and develop interventions addressing stigma in people with HIV and SUD.

How Do Famous Artists Write about Their Metacognition, Self-Regulation and Creative Problem-Solving?

Creative metacognition, creative self-regulation, and creative problem-solving are three key concepts stemming from distinct psychological traditions. However, all three involve planning, monitoring, regulation, and self-evaluation in the creative process. Therefore, the objective of the present study was to describe and compare how these three models are exhibited in the cases of five professional artists, as depicted in their autobiographical writings. The artists were selected based on maximum-variation sampling to represent different artistic fields: Stephen King, Salvador Dalí, Patti Smith, Terry Gilliam, and Arnold Schwarzenegger. A theory-driven thematic analysis, using the Metacognitive Awareness Inventory, the Creative Self-Regulation Questionnaire, and Mumford's model of Creative Problem-Solving, revealed both commonalities and differences in the ways these artists apply metacognitive knowledge, and self-regulatory and problem-solving strategies in their creative processes. Furthermore, the study identified several elements not included in these models, such as the need for a psychologically safe environment, the roles of extrinsic and intrinsic motivation, and the perceived value of creativity.

The Effectiveness of Mindfulness Treatment on Emotional Self-Regulation and Its Components in Patients Suffering from Bipolar Depression

Background: Bipolar disorder is associated with chronic symptoms that impair cognitive abilities and executive functions. Objectives: The aim of this study was to investigate the effectiveness of a mindfulness intervention on elements of emotional self-regulation in patients with bipolar disorder. Methods: This research utilized a quasi-experimental design with pre-test and post-test assessments. The study population included patients with bipolar disorder who were referred to the rehabilitation and treatment center for chronic mental patients in Hayat from 2021 to 2022. A total of 30 participants were randomly selected and divided into two groups: An experimental group (15 participants) and a control group (15 participants). The experimental group underwent 8 sessions of mindfulness training, while the control group did not receive any intervention. The Emotional Self-Regulation Questionnaire (SRI-25) was administered for evaluation. Data analysis was conducted using multivariate analysis of covariance (MANOVA) in SPSS version 16. Results: The results of covariance analysis showed a statistically significant difference between the mean scores of the experimental and control groups in the components of emotional self-regulation after mindfulness training (P < 0.05). Thus, the experimental group demonstrated a significant increase in emotional regulation component scores compared to the control group after the eight mindfulness sessions (P < 0.05). Conclusions: Given the effectiveness of mindfulness training in enhancing the dimensions of emotional regulation, health practitioners are encouraged to use such interventions to improve emotional self-regulation in patients suffering from bipolar disorder.

The Determinants of Mental Illness Self-Management for Patients With Schizophrenia and Type 2 Diabetes: A Self-Determination Theory Approach.

This study based on self-determination theory aimed to assess the relationship between motivation, competence in diabetes management and perceived autonomy support respectively and mental illness self-management; furthermore, the authors intended to explore the determinants of mental illness self-management for patients with schizophrenia and diabetes. This was a cross-sectional study. One hundred ten participants were recruited at the psychiatric hospital and assessed with the Illness Management and Recovery Scale, the Treatment Self-Regulation Questionnaire, the Perceived Competence Scale for Diabetes and the Health-Care Climate Questionnaire. Patients with lower educational levels, who were admitted to the chronic ward, were unemployed, had lower motivation in illness management, lower competence in diabetes management and perceived lower autonomy support all had lower mental illness self-management. Competence in diabetes management, employment status, autonomy support, educational levels and living alone were the determinants of mental illness self-management. Recovery from schizophrenia and comorbid diabetes is an enduring and complicated process requiring support from healthcare providers. Health professionals should assess the levels of illness self-management and provide integrated care interventions for patients with schizophrenia and diabetes, helping them manage both conditions. The illness management programme could apply to patients with schizophrenia and diabetes and address patients' characteristics such as low levels of education, living alone and being unemployed while additionally promoting motivation and competence, and providing supporting autonomy. The STROBE checklist was followed. Patients with schizophrenia and diabetes were recruited for this study and voluntarily completed the questionnaire.

Exploring trait differences in neurofeedback learners: a single-session sham-controlled pilot study

AbstractNeurofeedback (NF) is a form of biofeedback that involves individuals monitoring and shifting brain activity towards a desired direction. The objective of this study was to investigate whether there are differences between NF learners and non-learners on psychometric traits such as the NEO PI-R personality factors, self-regulation questionnaire (SRQ) and the need for cognition scale (NFC). A total of 34 participants were randomly allocated to a single-blind randomised sham-controlled protocol 3-arm study of single-session theta NF. Twelve participants were administered a spatially defined frontal-midline theta (FM-theta) group, 11 to a functionally defined medial temporal/parietal lobe (MTL-theta) group and 11 allocated to a yoked sham NF group. The baseline session included screening of participants, trait-based behavioural measures (SRQ, NFC and NEO PI-R) and the completion of cognitive tasks with electroencephalography (EEG) recording to determine individualised peak theta activity for NF training. NF learners and non-learners were evaluated using changes in absolute theta power and the percentage of time spent above threshold using Spearman’s correlation coefficient from a total of 30-minutes of NF exposure. Significant differences in psychometric traits between NF learners and non-learners differed depending on learning metrics. Results indicated that NF learners reported higher SRQ total scores, SRQ decision making, SRQ goal setting subfactors and NEO PI-R conscientiousness, but were significantly lower in NEO PI-R extraversion compared to non-learners. This study demonstrates that learning outcomes vary based on the metrics used and emphasises the importance of selecting appropriate learning metrics and further examination of learning within sham NF training.

The role of self-regulation as an intervening variable in the influence of self-efficacy on the learning outcomes of Islamic religious education

Low learning outcomes were observed among some high school students. Psychologically, this issue is influenced by self-efficacy and self-regulation, which students also lack. Therefore, this research aims to examine the influence of self-efficacy on learning outcomes with self-regulation as an intervening variable. This research involved 600 students from elite public high schools in Sinjai, South Sulawesi, Indonesia. School selection was carried out by random sampling across Sinjai. Data were collected through self-efficacy and self-regulation questionnaires as well as learning outcome assessments. Data were analyzed using descriptive statistics and SEM methods. The research results show that self-efficacy does not have a significant effect on learning outcomes (p-value=0.761), but self-efficacy has a significant effect on self-regulation (p-value=0.000). Meanwhile, self-regulation has a significant direct effect on learning outcomes (p-value=0.005). Self-efficacy significantly affects learning outcomes with self-regulation as an intervening variable (p-value=0.017). The goodness of fit indicators are R^2 and SRMR. R^2 for learning outcomes and self-regulation are 0.68 and 0.27, respectively, and the model’s SRMR score is 0.09. This research emphasizes the importance of self-regulation and self-efficacy in improving learning outcomes.

Social-emotional competence, social adequacy, and self-regulation among Iranian female high school students

The research aimed to investigate the association between social-emotional competence and social adequacy with the self-regulation of female high school students in Tehran. The sample of the current study consisted of 250 female participants from the student community in different educational areas of Tehran, who were selected using the multi-stage cluster sampling method. The measurement tools were: The social-emotional competence scale, the social adequacy scale and the self-regulation questionnaire. The findings revealed a positive association between social-emotional competence, social adequacy, and self-regulation among Iranian female students. Resulted of regression analysis showed that self-regulation was positively predicted by social-emotional competence and social adequacy. Enhancing social competence, particularly in emotional and psychological aspects, can improve students’ adaptation and well-being. This can help prevent issues such as social rejection, substance abuse, and depression in both their school environment and future personal and professional lives. Additionally, it is important to implement various intervention programs targeting parents and teachers to raise awareness about social-emotional competence and social adequacy in adolescent girls, as well as strategies for fostering these skills. This will improve their mental health and help prevent the development of various addictive behaviors

Fear of Missing Out (FOMO): Exploring Its Relationship with Self-Control and Self-Regulation in College Students

This study investigates the potential influence of self-control and self-regulation on Fear of Missing Out (FoMO) among students. FoMO is characterized by an apprehension of being excluded from significant experiences or opportunities. Individuals with low self-control may struggle to prioritize positive behaviors, potentially leading to heightened FoMO. Similarly, a lack of self-regulation, the ability to manage thoughts and guide actions towards goals, might exacerbate FoMO. The current research employs a quantitative, descriptive correlational design. The study population comprised 2,245 students from the Faculty of Tarbiyah and Teacher Training at Institut Agama Islam Negeri Kerinci. A sample of 304 participants, representing 10 departments, was selected. Data collection utilized three validated scales: the Self-Control Scale, the Self-Regulation Questionnaire, and the Fear of Missing Out Scale. The hypothesis proposing a significant negative association between self-control/self-regulation and FoMO was supported (p < 0.05). This suggests that both self-control and self-regulation have a combined effect on FoMO. In simpler terms, individuals with greater self-control and self-regulation may experience lower levels of FoMO. Future research could explore specific factors contributing to FoMO development. Additionally, expanding the sample size might enhance the generalizability of findings.

The Relationship of Self-Regulation and Resilience in Parents of Attention Deficit Hyperactivity Disorder (ADHD) at Special School-C Karya Tulus Tuntungan II

<strong><strong></strong></strong><p>Attention deficit hyperactivity disorder is a mental development disorder that becomes a problem for parents if it is not treated immediately. <em>So that parents can increase their resilience and bounce back from difficulties wisely. </em>The type of research is descriptive quantitative with a cross-sectional approach. <em>This research aims to analyze the relationship between self-regulation and the resilience of parents with children with ADHD at </em>Special School-C <em>Karya Tulus Tuntungan II. The type of research is descriptive quantitative with a cross-sectional approach. Technique. Sampling is purposive sampling. This research's respondents were parents with children with ADHD at Special School-C Karya Tulus Tuntungan II, totalling 50 respondents. </em>This research was carried out from March 27 to May 5 2024.<em> The instruments used were the Connor-Davidson Resilience Scale (CD-RISC) and the self-regulation questionnaire (SRQ). Data were analyzed using the Spearman rank statistical test. The results of the study showed that the majority of respondents (74.0% had self-regulation in the capable category, there was a strong positive relationship between self-regulation and the resilience of parents who have children with ADHD with a Pearson correlation value of +0.450, p-value -value=0.001; p>0.05). The conclusion is that there is a relationship between self-regulation and the resilience of parents who have children with ADHD at Special School -C Karya Tulus Tuntungan II, which is quite strong and in the same direction. It is recommended as a nursing intervention that can be developed to explore self-regulation and resilience in patients and families, especially in parents who have children with ADHD.</em></p><p><strong><em>Keywords: ADHD, parent, Self-regulation, Resilience</em></strong></p>

Hubungan Self Compassion dengan Self-Regulation pada Pasien Diabetes Tipe 2

Understanding psychosocial aspects, including Self-compassion, is predicted to help overcome psychological barriers in diabetic patients. This study aimed to determine the relationship between Self-compassion, self-regulation, and psychological well-being in diabetic patients—correlative descriptive research design with a cross-sectional approach. The total population was 31 diabetic patients registered as Prolanis participants at the Pajarakan Health Center, Probolinggo. Data collection was done using the Self-compassion Scale (SCS-SF) questionnaire, Self-Regulation Questionnaire (TRSQ). Data were analyzed using the SPSS Spearman Rank. The results showed that Self-compassion was mostly good for as many as 20 (64.5%), good scores dominated self-regulation by as many as 14 (45.2%) respondents. The Spearman rank bivariate test results showed a significant relationship between Self-compassion with self-regulation with p-value = 0.000 (p < 0.05) with r = 0.385. Self-compassion has essential implications in the formation of self-regulation of diabetic patients. Keywords: diabetes, Self-compassion, self-regulation.

Effects of a staff physical activity professional development intervention on preschoolers' mental health and self-regulation: The active learning Norwegian Preschool(er)s (ACTNOW) cluster randomised controlled trial

Background and aimPhysical activity may have positive effects on preschoolers' mental health and self-regulation. The preschool setting provides children with opportunities to meet physical activity guidelines and could improve with staff training in delivering physical activity. This study examined the effect of physical activity professional development for preschool staff on preschoolers' proxy-measured mental health and self-regulation. MethodsIn total, 1265 children from 46 preschools were cluster randomised to either the intervention or the control group. The intervention was nested within two levels implemented concurrently: the preschool level, formed as a professional development where preschools conducted development work, and the child level, with whom the staff implemented physical activity with four core components. Data were analysed using an ANCOVA model through structural equation modelling with latent outcome factors of: emotional problems, peer problems, hyperactivity, and prosocial behaviour from the Strength and Difficulties Questionnaire; and cognitive, emotional, and behavioural self-regulation from the Child Self-regulation and Behaviour Questionnaire. ResultsNo effects of the intervention (standardised effect sizes -0.195–0.145, p-values 0.118–0.893) were observed. Secondary analysis showed that children with initially high prosocial behaviour and behavioural self-regulation positively benefited from the intervention (p = 0.035 and p = 0.047, respectively). ConclusionThe ACTNOW intervention had no effects on preschoolers' mental health or self-regulation after 18 months, besides effects for children with initially the highest prosocial behaviour and behavioural self-regulation. Although the professional development was more extensive than previous studies it may have been insufficient to change the preschools physical activity practices. Clinical trial registrationwww.ClinicalTrials.gov identifier NCT04048967.

Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences

AbstractThe available classifications of self-regulated learners may not be applicable to second or foreign language writing due to the contextual nature of self-regulated learning. This study intended to fill the gap by exploring the profiles of English as a foreign language (EFL) learners’ writing self-regulation and their association with writing-relevant individual differences. A total of 391 tertiary students from Southwest China were recruited to participate in the current study, including freshmen, sophomores, and juniors. Their writing self-regulation was measured by the Writing Strategies for Self-Regulated Learning Questionnaire. Latent profile analyses discovered two profiles of self-regulated learners in EFL writing: “highly self-regulated group” and “moderately self-regulated group”. Moreover, ANOVA and Welch’s Test showed that the participants assigned to the two profiles differed significantly in L2 grit, writing achievement goals, and writing self-efficacy rather than language aptitude and working memory. Perseverance of effort, mastery goals, and self-regulatory self-efficacy are found to predict profile membership significantly. Additionally, the results of path analyses revealed that the profiles varied in the predictive effect of individual differences on EFL learners’ writing regulation. These findings contributed to furthering our understanding of classification of self-regulated learners and the role of individual differences in the classification.

EXPLORING THE RELATIONSHIP BETWEEN SELF-REGULATION AND TEACHING PERFORMANCE: A SEQUENTIAL EXPLANATORY STUDY

The performance of pre-service teachers has become a central issue in education for it implicates the effectiveness of their future. The current pre-service training programs have been evaluated for improvement in areas like mentoring, curriculum, and system-wide coordination, which should be addressed to help prepare pre-service teachers for successful careers. Report says that pre-service teachers contributed a lot in delivering the teaching-learning process. Thus, the purpose of this sequential exploratory study is to explore the relationship between self-regulation and the teaching performance of pre-service teachers at a local college in the southern part of the Philippines. This study was conducted with the pre-service teachers of a local college in the southern part of the Philippines enrolled in SY 2023-2024 where the self-regulation questionnaire was used and adapted. Moreover, in measuring the level of teaching performance of pre-service teachers, this research adapted and utilized the Checklist for Pre-Service Teachers Actual Teaching issued in January 2016 by one of the local colleges of the southern part of the Philippines. This study also applied qualitative research to explore and validate the self-assessment made by the pre-service teachers. The research instrument was validated by an expert and utilized by the cooperating teachers to evaluate the validity and reliability of the results from the pre-service teachers. The accounts from the informants underwent thematic analysis and triangulation to formulate themes that were discussed and elaborated on, supported by the related literature. The ethical considerations and ethical guidelines were also considered. The level of self-regulation obtained a mean of 3.81 with a descriptive equivalent of often which implies a high level of self-regulation. In addition, the level of teaching performance obtained the mean of 4.24 with a descriptive equivalent of often which implies a high level of teaching performance. There is a significant relationship between the two variables. The study revealed that the r-value is 0.467 which implies moderate correlation, and the p-value is 0.000, indicating that the p-value is less than 0.05 level of significance. This study will help the students improve their self-regulation skills, which can affect their teaching performance. It will assist the institution in initiating and implementing programs and creating meaningful activities that will enhance teaching performance and self-regulation among students. The discrepancies between pre-service self-regulation and their actual performance can highlight areas needing targeted intervention. A pre-service teacher may believe they possess excellent time management skills, but classroom observations might reveal difficulties in maintaining lesson pacing. This gap indicates the necessity for enhanced training and reflective practices. Constructive feedback from cooperating teachers plays an essential role in guiding pre-service teachers to align their self-perceptions with reality. In addition to actionable feedback and reflective dialogue, pre-service teachers can develop more accurate self-awareness and implement strategies to improve their self-regulation and teaching practices. KEYWORDS: Self-Regulation, Teaching Performance, Pre-service Teacher, Sequential Exploratory

The Relationship Between Self-Regulated Learning and Demographic Characteristics Among Undergraduate Nursing Students

Introduction: Self-regulated learning is the ability of individuals to actively regulate thought, feeling, and behavior during the learning process to achieve academic goals. Self-regulated learning is important to support the academic success of nursing students, but there is a lot of literature showing that nursing students are faced with various problems in learning such as tight assignment deadlines, time management, too many assignments, and difficulties in understanding the material caused by not being able to control and regulate themselves during the learning process. Objective: The purpose of this study was to determine the relationship between self-regulated learning and the demographic characteristics of nursing students. Methods: This study was a descriptive quantitative with cross sectional approach. The sample in this study is 276 respondents using a proportionate stratified random sampling technique. Self-Regulated Online Learning Questionnaire (SOL-Q) is used to measure the level of self-regulated learning. Results: The result of this study showed that there is a relationship between self-regulated learning and college years (p 0.05). Conclusion: Final year students who have low self-regulated learning can be caused by a lack of ability to manage time and motivation, while first-year students have high enthusiasm and motivation to succeed in academic fields. Students need to pay attention and have supporting factors in order to have good self-regulated learning The faculty is expected to be able to provide programs that help students develop self-regulated learning skills.

The construct validity of self-regulated learning questionnaire for senior high school students: a Rasch model analysis

<span lang="EN-US">Self-regulated learning (SLR) is a condition in which students actively participate in the process of acquiring knowledge, and it closely relates to students’ metacognitive, motivational, and behavioral aspects. In order to measure this variable, an instrument was developed by referring to the Zimmerman cycle in the form of a questionnaire. Therefore, this study aims to analyze the construct validity of SLR questionnaires designed for high school students through Rasch model analysis. The method employed was descriptive quantitative research. The analyzed questionnaire consists of 50 positive statements, rated on 4-point Likert scale, and arranged of forethought, performance, and self-reflection phases. Furthermore, the construct validity was conducted on 235 third grade (XII) high school students in Gunungsitoli City (Indonesia), with a gender distribution of 58.29% female and 41.70% male. The results showed that the questionnaire with 4-rating scales satisfied the criteria for validity, gender inclusiveness, and unidimensionality based on Rasch model analysis for 25 statements. The implication of this research shows that the SLR questionnaire developed is valid and can be used in wider field research, especially in mathematics learning.</span>

The relationships between emerging adults self-efficacy and motivation levels and physical activity: a cross-sectional study based on the self-determination theory.

The study aims to examine the associations between exercise self-efficacy, motivation, physical activity, and body composition among emerging adults. Cross-sectional. A convenience sample of 147 emerging adults participated in the Releasing Weight (RELEW) project. The InBody720 analyzer was used to measure body composition, and the International Physical Activity Questionnaire-Short, the Shortened Physical Activity Self-Efficacy Scale, and the Treatment Self-Regulation Questionnaire were used to measure self-reported physical activity, self-efficacy, and motivation. Structural Equation Modeling was used to exam the complex relationships among multiple variables. in this study. The Partial least squares structural equation modeling analysis with bootstrapping in Smart PLS 3 was employed to explore the path coefficients and t-values for the relationships that were thought to exist. Significance was determined using a threshold of p < 0.05. The mean age of 147 participants was 18.5 ± 1.87, of whom 51.7% were female, recruited for this study. Exercise self-efficacy has a significant positive correlation with exercise motivation (r = 0.220, p = 0.008) and physical activity (r = 0.279, p < 0.001). Exercise motivation does not demonstrate significant associations with physical activity (r = 0.094, p = 0.298). Utilizing SEM, the model explained 9.2% of exercise self-efficacy, 11.8% of physical activity, and 68.3% of body composition variance. Mediation analysis revealed that exercise self-efficacy partially mediated the relationship between exercise motivation and physical activity (β = 0.106, t = 2.538, p < 0.05), and physical activity partially mediated the relationship between exercise self-efficacy and body composition (β = -0.296, t = 4.280, p < 0.001). This study sheds light on the complex relationships among motivation, self-efficacy, physical activity and body composition during emerging adulthood. Our results highlight the mediating role of self-efficacy and its impact on physical activity behaviors, offering valuable insights for targeted interventions and policy development to improve health outcomes in this demographic.

The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement

AbstractOnline learning environments have become increasingly prevalent in higher education, necessitating an understanding of factors influencing student engagement. This study examines the mediating role of self-regulated online learning in the relationship between five-factor personality traits and student engagement among university students. A sample of 437 university students from educational sciences, social sciences, and health sciences disciplines participated in the study. Data were collected using ‘The Big Five Inventory’ to assess personality traits, the ‘Self-Regulated Online Learning Questionnaire’ to measure self-regulated online learning, and the ‘Student Engagement Scale in the Online Learning Environment’ to evaluate student engagement. Structural equation modeling with bootstrap analysis was employed to analyze the data. The study findings indicate that the five factor personality traits significantly predict self-regulated online learning. Furthermore, self-regulated online learning is a significant predictor of students’ engagement in the online learning environment. Additionally, the five factor personality traits are found to be significant predictors of student engagement in the online learning environment. Lastly, self-regulated online learning plays a partially mediating role in the relationship between the five factor personality traits and student engagement in the online learning environment. This study underscores the importance of considering individual differences in personality traits and fostering self-regulated learning strategies to enhance student engagement in online learning environments. Understanding these dynamics can inform the design of effective interventions aimed at improving student outcomes in online education.

Relationship between Self-regulated Learning with Academic Buoyancy: A Case Study among Malaysia FELDA Secondary School Students

Prior studies offer descriptive accounts of empirical evidence on the positive relation between self-regulated learning towards various academic outcomes. However, lack of studies looks into the relation between self-regulated learning specifically with academic buoyancy in secondary school mathematics learning. Therefore, this correlational study aims to assess the relationship between self-regulated learning and academic buoyancy in the context of mathematics learning. Using a sample of 463 secondary school students from FELDA area (southern and east coast area), data were collected from Academic Buoyancy Scale and Self-regulated Learning Questionnaire. Results showed that, overall students self-regulated learning was positively and significantly correlated with academic buoyancy. Besides, all three phases of self-regulated learning namely forethought, performance and reflection phase were also positively correlated with academic buoyancy. The findings of the study offer insights into the importance of having good self-regulated learning skills to be the protective factor in dealing with daily academic challenges in the mathematics learning setting.

Measurement of the self-determination continuum of motivation for engaging in alcohol-related harm reduction behaviors: Improved content coverage of the Treatment Self-Regulation Questionnaire.

Self-determination theory (SDT) proposes that people are more likely to engage in behaviors that reduce the harms associated with alcohol use if they do so for more self-determined reasons. There is growing support for this proposal, but the Treatment Self-Regulation Questionnaire (TSRQ), which assesses the self-determination continuum of motivation for engaging in alcohol-related harm reduction behaviors, lacks content coverage. We generated additional items to improve the content coverage of the TSRQ and evaluated its psychometric properties. We also compared two randomly assigned instruction sets that referenced "responsible drinking" or "protective behavioral strategies" (PBS). Participants (n = 2,236) were college students from psychology departments at 10 universities in eight U.S. states who reported past-month alcohol use and completed the revised TSRQ; the online survey was completed for partial course credit. Exploratory factor analysis supported a three-factor structure representing autonomous motivation, controlled motivation, and amotivation for the PBS version. This factor structure was confirmed using exploratory structural equation modeling for both the PBS and responsible drinking versions. Scalar invariance was achieved across instruction sets. Latent mean differences showed that those who received the PBS version had lower autonomous and controlled motivation scores, but higher amotivation scores. Associations of the three TSRQ factors with alcohol-related outcomes were consistent with SDT, and the magnitude of these associations did not differ across instruction sets. More accurate assessment of the self-determination continuum of motivation for alcohol-related harm reduction behaviors will improve research on this topic which has promising implications for alcohol interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring SRL Differences: Science vs. Social Science Students in Soe, NTT

This study examines the differences in Self-Regulated Learning (SRL) skills between 3rd-grade science and social studies students at SMA X Soe City, South Central Timor Regency. The total population for this study was 386 students, with a sample of 196 students from SMA X Kota Soe, South Central Timor Regency, determined using the Slovin formula. The sample was further divided into 94 science class students and 104 social studies class students. The Self-Regulated Learning questionnaire comprises 39 question items that have undergone validity testing and have been deemed valid. The questionnaire has a high reliability coefficient of 0.955. Science students exhibit a mean value of 116.4255 for Self-Regulated Learning skills, which is higher than the mean value of social studies students, which is only 107.9510. The data analysis technique employed was Independent Sample T-Test. The results per aspect of Self-Regulated Learning (Motivation, Metacognition, Behavior) suggest that science students outperformed social studies students, indicating a difference in Self-Regulated Learning between the two classes. It can be concluded that the level of Self-Regulated Learning is higher in the science class than in the social studies class.