Self-Regulation Questionnaire Research Articles

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 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.

Supplemental Material for 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

Supplemental Material for 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

The Relationship Between Mind Wandering and Vulnerability of Obsessive-Compulsive Disorder: Self-Regulation as a Moderator

There is a scarcity of studies that have focused on studying individuals targeted for suffering from obsessive-compulsive disorder, as it has been found that these individuals have high levels of mental wandering, or more precisely, they are preoccupied with thinking about a group of ideas that are completely far removed from the current moment in which they are living, and they cannot ignore such ideas, except In the presence of high levels of self-regulation, which prompts them to reduce their involvement with these distracting thoughts and thus reduce the issuance of compulsive behaviors as a result of thinking about them. Purpose: The current study hypothesized that self-regulation modifies the relationship between mind wandering and vulnerability of obsessive-compulsive disorder among university students. Method: Forty-five university students (37 females and 8 males) aged between 18-30 years (Mean = 22.58, S.D =3.306). The students completed The Four Factors of Mind Wandering Questionnaire (4FMWQ), The Short Self-Regulation Questionnaire (SSRQ) and Yale-Brown Obsessive Compulsive Scale (Y-BOCS). Results: The absence of a modifying role of self-regulation in the relationship between Mind Wandering and Vulnerability of Obsessive-Compulsive Disorder. Conclusion: This prompts further future studies to determine the nature of the interaction between mind wandering and self-regulation and the role of this interaction in determining the level of vulnerability of obsessive-compulsive disorder.

Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach

This mixed-methods study examined Chinese English-as-foreign-language (EFL) learners' online self-regulated learning (SRL) within Zimmerman and Moylan's (2009) SRL Model. It first investigated the learners' online SRL through validating the Chinese version of the Online Self-regulated Learning Questionnaire (COSLQ) via confirmatory factor analysis and descriptive analysis with a sample of 422 participants. Then with the assistance of ChatGPT in coding the learners' responses to semi-structured interviews with a deductive thematic analysis approach, it explored factors impacting the learners' online SRL. Results show that the Chinese EFL learners did not actively engage in online SRL. Their lack of competence in using the SRL strategies under investigation and the negative influence of the online learning setting were the two main factors affecting their online SRL. The study adds empirical evidence in support of Zimmerman and Moylan's (2009) SRL Model and enhances our understanding of SRL in the context of foreign language education. Pedagogical and methodological implications of the study for improving EFL teaching, learning and researching are also discussed.

Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom

This research investigates the correlation between online self-regulation (OSR) and in class co-regulation (CR) within a flipped EFL (English as a Foreign Language) writing classroom. Employing a mixed methods approach, the study amalgamates descriptive and correlational quantitative data with qualitative interview data. Participants consisted of 86 first-grade university students in an Applied English and Translation program. OSR was assessed using the adapted Online Learning Self-Regulation Questionnaire and CR was gauged through the Co-Regulated Learning Questionnaire. Twenty students were interviewed to uncover the factors affecting how OSR and CR unfolded during online and in-class portions of the flipped course. Findings revealed that OSR’s time management factor had the lowest mean score, while environment structuring received the highest. CR showed moderate positive correlations with goal setting, time management, self-evaluation, and total OSR levels; and low positive correlations with environment structuring, task strategies and help seeking factors. Qualitative findings indicated that students prioritized setting short-term goals, underscored distraction-free environments for learning, frequently employed note-taking as task strategy, grappled with time management, sought help from the Internet and peers, and evaluated their performance based on in-class participation and peer feedback. Peer assistance during group work and information exchange were highlighted as prominent in class CR indicators. In-class responsibilities involved shared task completion, feedback provision, and information clarification.

Adolescents’ problematic internet use and psychological well-being : the mediating role of sleep quality and self-regulation

This study investigated the impact of Problematic Internet Use (PIU) on Iranian adolescents' Psychological Well-Being (PWB), focusing on the mediating roles of sleep quality and self-regulation. Data was collected from a sample of students (n=228, girl=197, boy=31) aged 12 to 19 years. Participants completed four online questionnaires, including the PIU questionnaire, the Psychological Well-Being Scale (PWBS), the Pittsburgh Sleep Quality Index (PSQI), and the Short Self-Regulation Questionnaire (SSRQ). Results confirmed that while PIU was not directly effective on PWB, it was indirectly effective through the mediation of sleep quality and self-regulation. By gaining such understanding, we can devise interventions to enhance individuals' sleep quality and self-regulatory capacities, thereby improving their PWB.

Daydreaming and Self-regulation among Fashion Designer Students: The Mediating Role of Creativity

This research was done to explore the relationship between adaptive daydreaming, creativity, and self-regulation among fashion design students. The study also explored the mediating role of creativity between adaptive daydreaming and self-regulation. The sampling was purposive for the collection of data. A sample (N=200) was collected from students of fashion designing from different universities. The participants (men =95, women =105) average age was 20.83 years. The questionnaire included three assessment measures: (i) short imaginal process inventory for measuring daydreaming (Antrobus, 2010), (ii) Runco ideational behavior scale for creativity (Runco & Plucker, 2001) (iii) and short form of self-regulation questionnaire (Brown et al., 1999). Results of this study highlighted a significant positive relationship between adaptive daydreaming, creativity, and self-regulation among fashion designer students. However, a significant inverse relationship between maladaptive daydreaming and self- regulation was observed.

Effectiveness of a web-based group intervention for internet addiction in university students

The phenomenon of Internet addiction has been systematically addressed with numerous studies highlighting its association with deficits in self-regulation. Despite the extensive literature elucidating the adverse effects of Internet addiction on university students, the availability of relevant interventions has remained constrained. The current study aimed at evaluating a web-based, group intervention, which aimed to prevent Internet addiction and enhance self-regulation. The sample consisted of 47 undergraduate and postgraduate university students (Ν = 47, Mage=21, SD = 3), who were divided into an intervention (n = 24) and a control group (n = 23). The participants were asked to complete a) the Internet Addiction Test (Young, 1998), and b) the Self-Regulation Questionnaire (Brown et al., 1999), prior to the commencement of the intervention, after its conclusion, and one and a half months after the intervention. The web-based intervention consisted of 6 sessions, over a two-week period. Results indicated an improvement of self-regulation and Internet addiction levels for the intervention group, compared to the control group. These results were maintained at the one and a half months follow-up. Implications for designing and implementing web-based group interventions for Internet addiction are discussed.

Assessing the role of biomarker feedback in a 12-week community weight management programme among overweight men: A pilot study.

The primary objective of this study was to examine the feasibility of recruitment, retention, and delivery of biomarker feedback among men partaking in Shape Up, a physical activity for health programme. Secondarily, it explored the potential effects of biomarker feedback on participants' adherence and motivation levels. In this two-arm non-randomised pilot study, 46 men (mean±SD age 46.0±8.6 years) participating in the 12-week Shape Up programme were assigned to a control group or biomarker feedback group. Biomarker feedback consisted of 3 blood test panels: at baseline, 12 weeks, and 24 weeks (follow-up), each with a doctor's report. Both groups completed questionnaires (Short Active Lives Survey [SALS], Treatment Self-Regulation Questionnaire [TSRQ], and EQ-5D-5L) to gauge levels of motivation and engagement. The mean difference was calculated between baseline and programme end. Recruitment, retention, and attendance rates were determined. Mean recruitment (approach-to-consent), retention, and attendance rates were 96.3%, 92.3%, and 83.7% in the control group, and 85.2%, 86.2%, and 81.5% in the biomarker feedback group, respectively. Of biomarker feedback group participants, 86.4% attended their 12-week blood test and 45.5% attended their follow-up blood test. The mean 12-week differences (95% CI) for the control group and biomarker feedback group were 138.1 (2.7, 273.5) and 467.3 (249.4, 685.2) for active minutes per week, 0.2 (-0.8, 1.2) and 0.4 (0.0, 0.8) for autonomous TSRQ domains, 0.2 (-0.3, 0.8) and 0.8 (0.1, 1.4) for controlled TSRQ domains, and 19 (12.7, 26.5) and 27.2 (19.8, 34.6) for EQ-5D-5L scores, respectively. Biomarker feedback was well-received by participants and deemed feasible, with high recruitment and retention rates for the duration of the 12-week programme. Biomarker feedback may affect aspects of motivation but did not appear to influence adherence to the programme. Biomarker data may provide additional evidence of programme efficacy. Important design considerations are provided for definitive larger-scale trials.

Self-Regulation and Academic Motivation as Correlates of Academic Performance of Secondary School Students in Orumba North L.G. A. of Anambra State

The study aimed to investigate the self-regulation and academic motivation as correlates of the academic performance of secondary school students in the Orumba North local government area of Anambra State. A correlation research design was employed in the study. The population of the study comprised 1,490 Senior Secondary two (SS 2) students in the 14 public secondary schools in Orumba North Local Government Area of Anambra State. The sample comprised 500 Senior Secondary Two (SS 2) students obtained through a simple random sampling procedure. Two research questions and two hypotheses guided the study. Three instruments used for data collection were the Academic Performance Questionnaire (APQ), the Self-Regulation Questionnaire (SRQ), and the Academic Motivation Questionnaire (AMQ ) which were validated by three experts in Measurement and Evaluation and Educational Psychology from Nnamdi Azikiwe University, Awka. The reliability of the instruments was determined using the Cronbach alpha method which yielded 0.70, 0.73 and 0.75 for APQ, SRQ and AMQ respectively. Pearson's Product Moment Correlation and simple linear regression were used to analyze the data. The study findings revealed a medium relationship between self-regulation and academic performance of secondary school students as well as a high relationship between academic motivation and the academic performance of secondary school students. Further findings revealed that there was no significant relationship between the self-regulation and academic performance of secondary school students and that there was a significant relationship between academic motivation and the academic performance of secondary school students. The discussion was based on the study findings, and it was recommended among other things that students should be exposed to regular diagnostic and counselling sessions with specialists attending to their academic needs. With this, those facing self-regulation and academic motivation challenges will be directed aright to positively influence their academic performance.

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.

Academic Motivation of Elementary School Students Unearthing the Role of Teacher

The purpose of this study was to investigate the relationship between teachers’ behaviour and students’ academic motivation. This research study employed a quantitative research design. The correlation research method was used to conduct the study. All the students studying in elementary classes of district Swabi (Khyber Pakhtunkhwa, Pakistan) were the population for this study. Multi-stage sampling technique was used for the selection of 656 students from the population of 10930 students. Self-regulation Questionnaire (SRQ-A) and Perceived Autonomy Support (PAS) were used to collect data about students' academic motivation and students’ perception of their teacher’s behaviour, respectively. The study found that teachers’ autonomy-supportive behaviour had a moderate, positive, and significant relationship with students’ autonomous, intrinsic and identified academic motivation and a very weak correlation with students’ controlled academic motivation. It is recommended that the teachers adopt autonomy-supportive behaviour (i.e. students-centred approach) but they may avoid a controlled teaching style (i.e. teacher-centred approach) as it is considered one of the main reasons behind the dropping out of children from schools in KPK.

Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning

<p dir="ltr"><span>Online learning requires students to study independently and manage lectures according to the time set. Researchers need to know the criteria for self-regulated learning of first-year students at the Physics Education Department. This paper aims to determine self-regulated learning during online learning. The study used a quantitative research approach with a survey method. The Online Self-Regulated Learning Questionnaire (OLSQ) collected the data, a 20-item scale with a 5-point Likert-type response format. The sample of this study was 131 students of physics and chemistry education study programs. Each was randomly selected to see how their respective study programs implemented independent learning activities during online learning. The results showed that each indicator of independent learning in online learning received a positive response through the OLSQ instrument that had been distributed. The disciplined behavior indicator has a higher percentage, followed by the exercise self-control indicator. Generally, the pre-service students have self-regulated learning with high criteria. This result can provide a good contribution and open for further research. The implication of this research can be a reference for lecturers to improve online and self-regulated learning quality.</span></p><div><span><br /></span></div>

Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning

The current study aimed to examine the relationship among writing self-efficacy, writing strategies for self-regulated learning (SRL), and writing achievement in L2 students by adopting latent profile analysis and path analysis. A sample of 391 L2 students from two universities in Western China was recruited to participate in the current study. They were required to respond to the Genre-Based L2 Writing Self-Efficacy Scale and the Writing Strategies for Self-Regulated Learning Questionnaire and also write a given-prompt argumentative essay. Three profiles of writing self-efficacy were identified through latent profile analyses: “Low on All Self-efficacy”, “Average on All Self-efficacy”, and “High on All Self-efficacy”. Moreover, ANOVA and Welch's Tests revealed that those identified profiles were significantly distinct in writing self-efficacy, SRL writing strategies, and writing achievement. Path analyses also demonstrated the profile differences in the predictive effects of writing self-efficacy on SRL writing strategies and the predictive effects of writing self-efficacy and SRL writing strategies on writing achievements. Methodological and pedagogical implications were discussed.

The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregulado en línea de estudiantes de posgrado en China

This study investigated the impact of Personal Learning Environments (PLE) on the development of self-regulated learning (SRL) skills among postgraduate learners in China. 213 participants, divided into an experimental group ( n = 113) using a researcher-designed PLE platform and a control group ( n = 100) employing face-to-face instruction, joined a course on International English Language Testing Systems (IELTS). A mixed-methods approach was adopted, utilizing the Online Self-Regulated Learning Questionnaire (OSLQ) to explore SRL experiences, and weekly goal-achievement reports. Results demonstrated improvement in SRL skills in both groups, with the experimental group exhibiting significantly greater gains. Quantitative and qualitative results revealed that participants excelled in goal fulfillment but struggled with time management, help-seeking and self-evaluation skills. The study confirmed the positive influence of the PLE on postgraduates’ SRL skills, with implications for online learning design and the potential for PLEs to effectively promote SRL skills in online learning contexts.

Development and Validation of Speaking Strategies for Self-Regulated Learning Questionnaire (S3RLQ): A Multidimensional Approach

Development and Validation of Speaking Strategies for Self-Regulated Learning Questionnaire (S3RLQ): A Multidimensional Approach