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

2019Journal article Open access
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dc.contributor.authorGomes, Marta
dc.contributor.authorMonteiro, Vera
dc.contributor.authorMata, Lourdes
dc.contributor.authorPeixoto, Francisco José Brito
dc.contributor.authorSantos, Natalie
dc.contributor.authorSanches, Cristina
dc.date.accessioned2019-05-23T19:01:00Z
dc.date.available2019-05-23T19:01:00Z
dc.date.issued2019
dc.description.abstractBackground: Several 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. Methods: Participants 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. Results: ESEM 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. Conclusions: Our 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.pt_PT
dc.description.sponsorshipFundação para a Ciência e a Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationPsicologia: Reflexão e Critica, 32(1), 1-9pt_PT
dc.identifier.doi10.1186/s41155-019-0124-5pt_PT
dc.identifier.issn01027972
dc.identifier.urihttp://hdl.handle.net/10400.12/7063
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSpringer International Publishing AGpt_PT
dc.relationUID/CED/04853/2016pt_PT
dc.relationDeveloping assessment for learning: Impact on students achievement, motivation and emotions
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.subjectSelf-determination theorypt_PT
dc.subjectMotivationpt_PT
dc.subjectRegulatory stylespt_PT
dc.subjectElementary school childrenpt_PT
dc.subjectMathematicspt_PT
dc.titleThe Academic Self-Regulation Questionnaire: A study with Portuguese elementary school childrenpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleDeveloping assessment for learning: Impact on students achievement, motivation and emotions
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FMHC-CED%2F1680%2F2014/PT
oaire.citation.conferencePlaceBrasilpt_PT
oaire.citation.endPage9pt_PT
oaire.citation.issue1pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titlePsicologia: Reflexao e Criticapt_PT
oaire.citation.volume32pt_PT
oaire.fundingStream3599-PPCDT
person.familyNameGomes
person.familyNameMartinho
person.familyNameMata
person.familyNamePeixoto
person.familyNamede Nóbrega dos Santos
person.familyNameSanches
person.givenNameMarta
person.givenNameVera
person.givenNameLourdes
person.givenNameFrancisco
person.givenNameNatalie
person.givenNameCristina
person.identifier347584
person.identifier438346
person.identifier.ciencia-idA017-4037-3354
person.identifier.ciencia-id7D1B-2801-98DC
person.identifier.ciencia-idF814-F2AA-F37F
person.identifier.ciencia-id081A-0164-EFAB
person.identifier.ciencia-idBE1A-8E3B-2BD0
person.identifier.orcid0000-0002-7014-4865
person.identifier.orcid0000-0002-4250-7040
person.identifier.orcid0000-0001-8645-246X
person.identifier.orcid0000-0001-7193-2284
person.identifier.orcid0000-0002-4973-9311
person.identifier.orcid0000-0003-2102-6552
person.identifier.ridM-4348-2013
person.identifier.scopus-author-id55257840200
person.identifier.scopus-author-id38862217100
person.identifier.scopus-author-id57203935600
person.identifier.scopus-author-id56970646900
person.identifier.scopus-author-id55371217000
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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