The Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ, extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory. In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis. The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to self-regulated learning (r = .40, p < .01) and students' grades (r = .15, p < .01). Differences from other studies done in North America are discussed, as well as similarities to a study from North-West University (in South Africa).
Internet use has been steadily and unstoppably gaining ground in all areas of life, from recreational activities to the establishment of social relations. However, addictive use of the Internet is a problem that seriously affects some people. Factors that may influence the occurrence of inappropriate internet use include age and social skills. For this reason, the aim of this study is to analyze the influence of social skills and age on the development of problematic internet use in university students. The study involved 514 students enrolled at a university in Spain, who filled in two questionnaires, one on problematic internet use and the other on social skills. Multivariate multiple linear regression models revealed that some social skills variables (conversation and social ease, empathic and positive feeling skills, risk coping) predicted problematic internet use. In addition, age played a role in preference for online social interaction and deficient self-regulation. Younger students were more at risk of having obsessive thoughts related to internet use and of engaging in compulsive internet use compared to older students.
<span lang="EN-US">Social competence facilitates social and school adjustment of the individual and has emerged as one of the most important protective factor against the development of behavioral problems. Acquiring skills related to this competence depends largely on the environment and early stimulation, gaining importance the educational intervention programs. The aim of this study was to analyze the effects of an early intervention program (<em>Aprender a Convivir</em>) directed towards social competence development of three-year old children. Pretest and postest measures were taken among the participants and the comparison was performed between the control group (n=151) and the experimental group (n=162) through a repeated-measures mixed ANOVA. On the other hand an ANCOVA was carried out in order to eliminate the pretest differences between groups in the case that would be significant. The results indicate a significant improvement in the experimental group compared with the control group in all the social competence </span><span lang="EN-US">(cooperation <em>d</em>=0.32; interaction <em>d</em>=0.65; and social independence <em>d</em>=0.35) and conduct problem (internalizing <em>d</em>=0.63; and externalizing <em>d</em>=0.57) variables analyzed. Sex differences were also found.</span>
Information and communication technologies are transforming our daily lives in a wide variety of ways, such as the way we work, study, and interact with others. There are clear benefits to be gained from appropriate use, but a problem arises when addictive and problematic use of the Internet is experienced. In this sense, several predictive factors can be related to inappropriate or problematic Internet use. For this reason, the present study aimed to analyze whether inhibition, flexibility, emotional control (executive functions) and self-esteem directly influence all variables of problematic Internet use. Furthermore, it was examined whether executive functions, mediated by self-esteem, indirectly influence problematic Internet use. The study involved 514 university students who completed three scales, one for the assessment of problematic Internet use, one for self-esteem and one for executive functions. Mediation models showed that both executive functions and self-esteem had an influence on different problematic uses of the Internet. Specifically, it was found that flexibility and emotional control were the variables with the most direct effects, as they influenced all variables of problematic Internet use. However, when self-esteem was included as a mediator, inhibition was the variable with the most indirect effects.
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