Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-15T00:49:01.180Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  15 July 2014

Jesús Alonso-Tapia ,
Ernesto Panadero Calderón  and
Miguel A. Díaz Ruiz
Jesús Alonso-Tapia*
Affiliation:
Universidad Autónoma de Madrid (Spain)
Ernesto Panadero Calderón
Affiliation:
Universidad Autónoma de Barcelona (Spain)
Miguel A. Díaz Ruiz
Affiliation:
Universidad Autónoma de Madrid (Spain)
*
*Correspondence concerning this article should be addressed to Jesús Alonso-Tapia. Universidad Autónoma de Madrid. Calle Iván Pavlov, 6. 28049. Madrid (Spain). Phone: +34–914974598. Fax: +34–914975215. E-mail: jesus.alonso@uam.es
Get access Rights & Permissions [Opens in a new window]

Abstract

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): (χ2 /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.

Keywords

self-regulationassessment of self-regulationclassroom motivational climategoal orientationsexpectancies
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E55
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alonso-Tapia, J. (2005). Motives, expectancies and value-interests related to learning: The MEVA questionnaire. Psicothema, 17, 404–411.Google Scholar
Alonso-Tapia, J., & Fernández, B. (2008). Development and initial validation of the classroom motivational climate questionnaire (CMCQ). Psicothema, 20, 883–889.Google Scholar
Alonso-Tapia, J., & Fernández, B. (2009). A model for analyzing the classroom motivational climate: Cross-cultural validity and educational implications. Infancia y Aprendizaje, 32, 597–612. http://dx.doi.org/10.1174%2F021037009789610368 Google Scholar
Alonso-Tapia, J., Huertas, J. A., & Ruiz, M. A. (2010). On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory. The Spanish Journal of Psychology, 13, 231–242. http://dx.doi.org/10.1017/S1138741600003814 CrossRefGoogle ScholarPubMed
Alonso-Tapia, J., Nieto, C., & Ruiz, M. (2013). Measuring subjective resilience despite adversity due to family, peers and teachers. The Spanish Journal of Psychology. 16, 1–13. http://dx.doi:10.1017/sjp.2013.33 CrossRefGoogle ScholarPubMed
Alonso-Tapia, J., & Panadero, E. (2010). Effect of self-assessment scripts on self-regulation and learning. Infancia y Aprendizaje, 33, 385–397. http://dx.doi.org/10.1174/021037010792215145 CrossRefGoogle Scholar
Alonso-Tapia, J., & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16, 295–309. http://dx.doi.org/10.1016/j.learninstruc.2006.07.002 Google Scholar
Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84, 261–271. http://dx.doi.org/10.1037//0022-0663.84.3.261 Google Scholar
Arbuckle, J. L. (2003). Amos 5.0 Update to the Amos User's Guide. Chicago, CA: Small Waters.Google Scholar
Bandura, A. (1997). Self-efficacy: the exercise of control. Nueva York, NY: Freeman.Google Scholar
Biggs, J. (1987). The Study Process Questionnaire (SPQ) manual. Hawthorn, Australia: Australian Council for Educational Research.Google Scholar
Boekaerts, M. (2011). Emotions, emotion regulation and self-regulation of learning. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 408–425). New York, NY: Routledge.Google Scholar
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology-an International Review, 54, 199–231. http://dx.doi.org/10.1111/j.1464-0597.2005.00205.x.Google Scholar
Brown, W., & Holtzman, W. (1967). Manual: Survey of study habits and attitudes. New York, NY: Psychological Corporation.Google Scholar
Castañeda, S. (2004). Educación, aprendizaje y cognición. Teoría en la práctica. [Education. learning and cognition. Theory in practice] . México DF, México: Manual Moderno.Google Scholar
Cleary, T. J. (2011). Emergence of self-regulated learning microanalysis: Historical overview, essential features, and implications for research and practice. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 329–345). New York, NY: Routledge Google Scholar
Corno, L. (2011). Studying self-regulation habits. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 361–375). New York, NY: Routledge Google Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: NY. Plenum Press.CrossRefGoogle Scholar
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. http://dx.doi.org/10.1007/s11409-008-9029-x Google Scholar
Dignath, C., Büttner, G., & Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programs. Educational Research Review, 3, 101–129. http://dx.doi.org/10.1016/j.edurev.2008.02.003 Google Scholar
Dugan, R. (2007). Examining the construct validity of academic self-regulation using the Survey of Academic Self-regulation (SASR). New York, NY: Albany.Google Scholar
Dweck, C. S., & Elliot, E. S. (1983). Achievement motivation. In Mussen, P. H. & Hetherington, E. M. (Eds.), Handbook of child psychology. Vol IV: Social and personality development. (pp. 643–691). New York, NY: Wiley.Google Scholar
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109–132. http://dx.doi.org/10.1146/annurev.psych.53.100901.135153 Google Scholar
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL Model. Educational Psychologist, 46, 6–25. http://dx.doi.org/10.1080/00461520.2011.538645 CrossRefGoogle Scholar
Elliot, A. J. (2005). A conceptual history of achievement goal construct. In Elliot, A. J. & Dweck, C. (Eds.), Handbook of competence and motivation (pp. 52–72). New York, NY: Guilford.Google Scholar
Fernández, B. (2009). Development and validation of the Classroom Motivational Climate Questionnaire (CMCQ). (Unpublished doctoral dissertation). Universidad Autónoma de Madrid. Madrid, Spain.Google Scholar
Geisler-Bernstein, E., & Schmeck, R. R. (1996). The revised inventory of learning processes: A multifaceted perspective of individual differences in learning. In Birembaum, M. & Dochy, F. (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge. (pp. 283–317). Boston, MA: Kluwer.Google Scholar
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tathan, R. L. (2006). Multivariate data analysis. Upper Saddle River, NJ: Pearson-Prentice Hall.Google Scholar
Heckhausen, H. (1991). Motivation and action. Berlin, Germany: Springer.Google Scholar
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same construct or different constructs with similar labels? Psychological Bulletin, 136, 422–449. http://dx.doi.org/10.1037/a0018947 Google Scholar
Kuhl, J. (1994). A theory of action and state orientations. In Kuhl, J. & Beckmann, J. (Eds.), Volition and personality: Action versus state orientation. (pp. 9–45). Seattle, WA: Hogrefe.Google Scholar
Kuhl, J. (2000). A functional-design approach to motivation and self-regulation. In Boekaerts, M., Pintrich, P. & Zaidner, M. (Eds.), Handbook of self-regulation (pp. 111–169). San Diego, CA: Academic Press.Google Scholar
McCombs, B. L. (1999). What role does perceptual psychology play in educational reform today? In Freiberg, H. J. (Ed.), Perceiving, behaving, becoming: Lessons learned (pp. 148–157). Alexandria: VA. Association for Supervision and Curriculum Development.Google Scholar
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487–503. http://dx.doi.org/10.1146/annurev.psych.56.091103.070258 CrossRefGoogle ScholarPubMed
Meichenbaum, D., & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77, 115–126. http://dx.doi.org/10.1037/h0030773 Google Scholar
Midgley, C., Maher, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., … & Urdan, T. (2000), Manual for the Patterns of Adaptive Learning Scales. Michigan, MI: University of Michigan.Google Scholar
Perry, N. E., & Rahim, A, (2011). Studying self-regulating in classroom. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 122–136). New York, NY: Routledge.Google Scholar
Pintrich, P. R., Smith, D. A., García, T., & McKeachi, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire. Ann Arbor, MI: The Regents of the University of Michigan.Google Scholar
Schmitz, B., Klug, J., & Schmidt, M. (2011). Assessing self-regulating learning using diary measures with university students. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 251–266). New York, NY: Routledge.Google Scholar
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475. http://dx.doi.org/10.1006/ceps.1994.1033 CrossRefGoogle Scholar
Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges and new directions. Educational Psychologist, 46, 26–47. http://dx.doi.org/10.1080/00461520.2011.538646 Google Scholar
Stoegler, H., & Ziegler, A. (2011). Self-regulatory training through elementary school students’ homework completion. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 87–101). New York, NY: Routledge.Google Scholar
Weiner, B. (1986). An attributional theory of motivation and emotion. New York, NY: Springer.CrossRefGoogle Scholar
Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (1987). LASSI: Learning and Study Strategies Inventory. Clearwater, FL: H&H Publishing.Google Scholar
Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulation learning. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 15–32). New York, NY: Routledge.Google Scholar
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205. http://dx.doi.org/10.1207/S15326985EP3804_1 CrossRefGoogle Scholar
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments and future prospects. American Educational Research Journal, 45, 166–183. http://dx.doi.org/10.3102/0002831207312909 CrossRefGoogle Scholar
Zimmerman, B. J., & Schunk, D. H. (2011a). Self-regulating learning and performance: An introduction and overview. In Zimmerman, B. J., & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York, NY: Routledge.Google Scholar
Zimmerman, B. J., & Schunk, D. H. (2011b). Handbook of self-regulation of learning and performance. New York, NY: Routledge.Google Scholar