Development and Validity of the Emotion and Motivation Self-Regulation Questionnaire (EMSR-Q)

This study has two objectives, first, to develop and validate the “Emotion and Motivation Self-regulation Questionnaire” (EMSR-Q), and second, to analyze (in the context of the questionnaire validation process) the relationships between self-regulation styles (SRS) rooted in goal orientations, and c...

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Bibliographic Details
Published in:The Spanish journal of psychology 2014-01, Vol.17, p.E55-E55, Article E55
Main Authors: Alonso-Tapia, Jesus, Calderon, Ernesto Panadero, Ruiz, Miguel A. Diaz
Format: Article
Language:English
Subjects:
Adolescent
Avoidance behavior
Child
Classrooms
Confirmatory factor analysis
Emotional Intelligence
Emotional regulation
Emotions
Factor Analysis, Statistical
Female
Humans
Influence
Intervention
Learning
Male
Metacognition
Methodology and Psychometrics
Motivation
Performance evaluation
Psychology
Questionnaires
Reproducibility of Results
Secondary education
Self regulation
Students
Success
Surveys and Questionnaires
Teachers
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Summary:This study has two objectives, first, to develop and validate the “Emotion and Motivation Self-regulation Questionnaire” (EMSR-Q), and second, to analyze (in the context of the questionnaire validation process) the relationships between self-regulation styles (SRS) rooted in goal orientations, and classroom motivational climate (CMC). A total of 664 Secondary Education students from Madrid (Spain) formed the sample of the study. It was divided randomly in two groups to perform confirmatory factor analysis and to cross-validate the results. Both analyses supported a five first-order factor structure, organized around two second-order factors, “Learning self-regulation style” (LSR) and “Avoidance self-regulation style” (ASR): (χ 2 /df = 2.71; GFI = .89; IFI = .84; CFI = .84; RMSEA = .07). Hypotheses concerning the relationships between SRS, goal orientations and expectancies are supported by additional correlation and factor analyses. Moreover, several regression analyses supported for the most part of the remaining hypotheses concerning the role of self-regulation styles as predictors of classroom motivational climate (CMC) perception, of change in self-regulation attributed to teacher work, and of students’ satisfaction with this same work. Theoretical and practical implications are discussed.
ISSN:1138-7416
1988-2904
DOI:10.1017/sjp.2014.41