The Adolescent Self-Regulatory Inventory (ASRI) Adaptation to Portuguese Context

Abstract

In this study we present the results of the adaptation of the Adolescent Self-Regulatory Inventory (ASRI) to Portugal. The measure was used with two samples of high school students to which ASRI was administered with Self-Regulation Scale as control measure. In the first study the measures were administered to 823 adolescents and the construct validity analysis was assessed with exploratory factor analysis. The results allow us to find an adequate structure with proper psychometric properties, in their construct and content validity, and reliability. A second study involved 435 adolescents, being tested three models using confirmatory factor analyses. The final version of the ASRI-2 presents an acceptable fit of the data in construct and concurrent validity, given its moderate or high correlation with academic success and substance use. The implications of this new approach to the self-regulation study are discussed and directions to further studies are suggested.

Worries, Mental and Emotional health difficulties of Portuguese University students

“…For the purpose of this study the following variables were selected: Life satisfaction, relation with family and friends (evaluated on a scale from 0 to 10 where the higher value corresponds to higher life satisfaction and better relation); How (happy) they feel towards life; Frequency of worries; Intensity of worrying in daily life; and psychosocial variables such as Resilience-RES [15][16][17] , Self-regulation-SR [18,19] , Anxiety-STAI-T [20,21] , Buss & Perry [22,23] , Boredom with university and academic performance [24] .…”

How social connection helps promote mental health and positive human development in college students in Portugal? - Data from the national HBSC/ JUnP

“…Mental health was measured by one question about frequency of worries and by four scales: (1) Self-regulation-SR (Dias, Castillo, & Moilanen, 2014), (2) Resilience-RES (Constantine, Benard, & Diaz, 1999), (3) Anxiety-STAI-T (Silva, & Spielberger, 2007), and (4) Buss-Perry aggression (Buss, & Perry, 1992).…”

Conceptual and methodological approaches to the study of Self-Regulation: An inquiry within Developmental Science

“…It could be synthesized that most articles reviewed here define SR in terms of conscious, goal-oriented control of cognitive and emotional aspects of behavior. There seems to be a consensus that SR refers to the ability to activate, monitor and inhibit behavior, attention, emotion and other cognitive processes in a flexible and adaptive manner, in response to internal or external stimuli and for the achievement of desired purposes (Dias, del Castillo, & Moilanen, 2014). Note.…”

“…The results from the semantic analysis of text fragments that conceptualize SR can be summarized by stating that aspects which generally have a stronger presence in the conceptual definition of the construct are emotionality, cognition, goal-oriented activity, conscious effort, interpersonal and physiological factors. There seems to be a consensus that SR refers to the ability to activate, monitor and inhibit behavior, attention, emotion and other cognitive processes in a flexible and adaptive manner, in response to internal or external stimuli and for the achievement of desired purposes (Dias et al, 2014). It was found that the way in which researchers operationalize SR can vary according to their disciplinary background, theoretical framework, or even in relation to the characteristics of the population they study.…”