The Construct Validity of the Russian Version of the Modified Academic Self-Regulation Questionnaire (SRQ-A) among Elementary and Middle School Children

Abstract

Background. The Academic Self-Regulation Questionnaire (SRQ-A) is a useful self-report measure of academic motivation grounded in self-determination theory (E. Deci & R. Ryan). Objective. The aim of the present study was to evaluate the utility of the Russian version of the SRQ-A by reporting psychometric properties, examining the factorial structure of the SRQ-A, and assessing its construct validity in a large sample of primary and middle school children. Design. To validate the Russian version of the SRQ-A, two cross-sectional studies were conducted, one with primary school children, and the second with middle school children. Results. We developed and tested the Russian version of the SRQ-A on a sample of 1215 children, Grades 3-7, from three primary and three secondary (middle) schools in Russia. The multidimensional factorial structure of the original measure was tested with bifactor exploratory structural equation modeling (B-ESEM) and confirmatory factor analysis (CFA). Construct validity was tested using correlational analyses with convergent and divergent measures. The SRQ-A showed good internal consistency for all subscales, with Cronbach's α ranging between 0.65 and 0.77 for the primary school children (Study 1), and 0.74 and 0.82 in a sample from the middle school children (Study 2). In both studies a simplex-structure pattern was confirmed, and the CFA model, with seven first-order factors and two second-order factors for intrinsic regulation and extrinsic regulation, had an acceptable fit. The results of both studies demonstrate that the subscales show good convergent and discriminant validity with respect to basic psychological needs, attitudes toward school, school well-being, and general well-being scales. Conclusion. In sum, the 26-item Russian SRQ-A is a reliable and valid selfreport instrument for the assessment of self-determined types of motivation for primary and middle school children.

Psychometric Properties of the Friendship Self-Regulation Questionnaire (SRQ-F) at the Emerging Adulthood

“…The items are loaded under the relevant factors in line with the original version and each factor contains five items. This finding is consistent with the results of research on self-regulation questionnaires based on SDT (Ryan & Connell, 1989;Black & Deci, 2000;Williams, et all, 1996;Levesque, et all, 2007;Gordeeva, Sychev, Lynch, 2020). In addition, the findings showed that CR, convergent and divergent validity are also desirable and the four dimensions of friendship self-regulation, while related to each other, are separate factors.…”

“…The results of research on gender differences showed that there is a difference between the two genders only in interjected regulation and RAI and women has a higher average. Soenens & Vansteenkiste (2005) also in their study reported significant gender differences in favor of women in SRQ-A and SRQ-F. Gordeeva, Sychev, Lynch (2020) also reported gender differences in self-regulation. In their study, women had a higher average in all dimensions except external regulation.…”

“…In the second procedure, the Relative Autonomy Index (RAI) are calculated by assigning the coefficient of -2 to external regulation and -1 to interjected regulation, as controlled subscales, and also the coefficient of +1 for identified regulation and +2 for intrinsic motivation, as autonomous subscales and then the difference between the two sets is calculated. In the third procedure, two scores are calculated and used for controlled regulation and autonomous regulation (Gordeeva, Sychev, & Lynch, 2020). The Friendship Self-Regulation Questionnaire (SRQ-F) has been also developed based on the same model.…”

“…In various studies, the factor structure of the Academic Self-Regulation Questionnaire (SRQ-A) (Gordeeva, Sychev, & Lynch, 2020) has been investigated. Alborzi (2009) normalized SRQ-A in primary school students and confirmed its factor validity.…”

Adaptation and Validation to Spanish elementary school children of the Academic Self- Regulation Questionnaire (SRQ-A)

“…Para validar las propiedades psicométricas de la escala, se realizaron varios análisis examinando la estructura factorial de cada subescala del SRQ-A. Los resultados apoyaron la validez de este instrumento, siguiendo la línea de otros estudios similares con diferentes traducciones de la escala original en estas edades mencionadas (Gomes et al, 2019;Gordeeva et al, 2020;Kröner et al, 2017).…”