The paper presents findings on self-regulatory behavior in Czech adults, as measured by SRQ-CZ, an instrument originally developed by Brown et al. (1999), and on self-efficacy in learning as measured by SEQ, an instrument developed by Jakešová (2014). The two results correlated low, which indicates that SRQ-CZ measures the generic ability while the SEQ measures domain specific beliefs. As expected, the scores on positive dimensions of SRQ-CZ (Goal Orientation and Decision Making) were above the midpoint of the scale used, while in negative dimensions (Self-direction and Impulsivity Control) the scores were below the midpoint.
The authors report on the validation of the Self-Regulation Questionnaire (SRQ), originally developed by Brown et al. (1999). The SRQ was administered to a sample of 360 university students in the Czech Republic. The factor analysis yielded a four-factor model with factors Impulse Control, Goal Orientation, Self-direction and Decision Making. In this version, SRQ has 27 items with a reliability of .88. The total explained variance was 43%. The findings supported the claim that SRQ does not follow the sequence of steps in self-regulation as described by Miller and Brown (1991).
The aim of this paper is to provide theoretical and methodological insights into the process of self-regulated learning, and to describe the adaptation of The Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1993). This Likert-scaled instrument was designed to assess motivation orientations and use of learning strategies. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The motivation scales originally tap into three broad areas: (1) value, (2) expectancy, and (3) affect. In exploratory factor analysis a 3-factor model was generated and good internal consistency of the adapted instrument was achieved. In this version the questionnaire has 27 items with overall reliability of = 0.83. The alphas for the three subscales range from 0.70 to 0.86 and explaines 35% of the total variance. The data proved a student's academic self-efficacy (F1), task value (F2) and test anxiety (F3) to be strong predictors of students' motivation.
The paper deals with self-regulated learning from the perspective of critical-realistic philosophy. In this respect, it is focused on existing models of self-regulated learning, which it re-conceptualizes through the current categories of critical realism. We draw from the latest works by Bhaskar, Harré and Elder-Vass. Although there has recently been a relatively broad critique of methodology used to evaluate self-regulation, very little space has been devoted to epistemology and ontology. We believe that the criticism of the existing ontology and epistemology of selfregulated learning and its reconceptualization in the light of critical-realistic philosophy could contribute significantly to the development of a heuristics theory of self-regulated learning.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.