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Factor Structure of the Self-Regulation Questionnaire (SRQ) at Spanish Universities

Published online by Cambridge University Press:  04 August 2014

Carmen Pichardo ,
Fernando Justicia ,
Jesús de la Fuente ,
José Manuel Martínez-Vicente  and
Ana B. G. Berbén
Carmen Pichardo*
Affiliation:
Universidad de Granada (Spain)
Fernando Justicia
Affiliation:
Universidad de Granada (Spain)
Jesús de la Fuente
Affiliation:
Universidad de Almería (Spain)
José Manuel Martínez-Vicente
Affiliation:
Universidad de Almería (Spain)
Ana B. G. Berbén
Affiliation:
Universidad de Granada (Spain)
*
*Correspondence concerning this article should be addressed to M. Carmen Pichardo. Facultad de Ciencias de la Educación. Universidad de Granada. Campus de Cartuja s/n. 18017. Granada (Spain). Phone: +34–958249658. Fax: +34–958248975. E-mail [email protected]
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Abstract

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).

Keywords

self-regulationconfirmatory factor analysisself-regulated learning
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E62
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

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