The Self-Regulation Strategy Inventory: Spanish Translation, Preliminary Psychometric Characteristics and its Relation to Sociodemographic Variables in Sample of University Students

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.3729

Article Sidebar

PDF (Español (España)) HTML (Español (España)) Lector Inteligente (Español (España)) ePub (Español (España))

Published: Feb 3, 2017
Issue: Vol. 35 No. 1 (2017)
Section Artículos


Keywords: Self-regulated learning instruments factorial analysis.

Main Article Content

Authors

David Monge López
"Universidad Complutense de Madrid" "Universidad Hispanoamericana de Costa Rica"
Roger Bonilla
Universidad de Costa Rica, San José, Costa Rica
Wendy Aguilar-Freyan
Universidad Hispanoamericana, San José, Costa Rica

Abstract

This research presents the translation into Spanish of the Self-Regulation Strategy Inventory. The self-regulated learning construct is important as a potential predictor of academic achievement. In this work, university students assessed their self-regulated learning in a general sense and these assessments were evaluated in order to establish a baseline regarding their own perception of the process. After the test instrument was applied to a sample of 282 students, an exploratory factorial analysis demonstrated three dimensions, all of which were also found in previous research. The measurement is highly reliable; both the dimensions of the instrument and the general measurement of self-regulated learning correlate with an independent measure of self-regulation. As an exploratory exercise, the measurement of self-regulated learning was related to a series of sociodemographic variables. Associations were found between different dimensions of self-regulated learning and students’ sex and type of family structure. The quality of the instrument indicates that it can be used for research on this topic. The results with respect to sex and family structure should be replicated in other studies with similar samples and methods
Author Biography

David Monge López, "Universidad Complutense de Madrid" "Universidad Hispanoamericana de Costa Rica"

Lic. en Psicología - Universidad de Costa Rica

Estudiante de Doctorado en Comportamiento Animal y Humano - Universidad Complutense de Madrid

Profesor-Investigador - Universidad Hispanoamericana de Costa Rica
How to Cite
Monge López, D., Bonilla, R., & Aguilar-Freyan, W. (2017). The Self-Regulation Strategy Inventory: Spanish Translation, Preliminary Psychometric Characteristics and its Relation to Sociodemographic Variables in Sample of University Students. Avances En Psicología Latinoamericana, 35(1), 61–78. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.3729
References

Babakhani, N. (2014) The relationship between the big-five model of personality, self-regulated learning strategies and academic performance of Islamic Azad University Students. Procedia – Social and Behavioral Sciences, 116, 3542-3547. doi: 10.1016/j.sbspro.2014.01.799

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, USA: W.H. Freeman.

Bidjerano, T. (2005). Gender differences in self-regulated learning. Paper presented at the Annual Meeting of the Northeastern Educational Research Association, October 19-21, Kerhonkson, NY, USA.

Boekaerts, M. & Corno, L. (2005) Self-regulation in the clasroom: a perspective on assessment and intervention. Applied Psychology: an International Review, 54, 199-231. doi: 10.1111/j.1464-0597.2005.00205.x

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.) (2000). Self-regulation: Theory, research, and applications. Orlando, FL: Academic Press.

Cazan, A.M. (2012) Self-regulated learning-strategies – predictors of academic adjustment. Procedia – Social and Behavioral Sciences, 33, 104-108. doi: 10.1016/j.sbspro.2012.01.092

Cha, E.S.; Kim, K. & Erlen, J. (2007) Translation of scales in cross-cultural research: issues and techniques. Journal of Advanced Nursing, 58, 386-395. doi: 10.1111/j.1365-2648.2007.04242.x

Clarebout, G., Horz, H., Schnotz, W. & Elen, J. (2010). The relations between self-regulation and the embedding of support in learning environments. Educational Technology Research and Development, 58, 573-587. doi: 10.1007/s11423-009-9147-4

Cleary, T. J. (2006) The development and validation of the Self-Regulation Strategy Inventory- Self-Report. Journal of School Psychology, 44, 307-322. doi: 10.1016/j.jsp.2006.05.002

Cleary, T. J. & Chen, P. P. (2009) Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47, 291-314. doi: 10.1016/j.jsp.2009.04.002

Cleary, T.J. & Platten, P. (2013) Examining the correspondence between self-regulated learning and academic achievement: a case study analysis. Education Research International, 2013, 18. doi: 10.1155/2013/272560

de Bruin, A.B., Thiede, K.W., Camp, G. & Redford, J. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology, 109, 294-310. doi: 10.1016/j.jecp.2011.02.005.

Endedijk, M.D.; Brekelmans, M.; Verloop, N.; Sleegers, P.J. & Vermunt, J.D. (2014) Individual differences in student teachers’ self-regulated learning: an examination of regulation configurations in relation to conceptions of learning to teach. Learning and Individual Differences, 30,155-162. doi: 10.1016/j.lindif.2013.12.005

Farley, J. P. & Kim-Spoon, J. (2014) The development of adolescent self-regulation: reviewing the role of parent, peer, friend, and romantic relationships. Journal of Adolescence, 37, 433-440. doi: 10.1016/j.adolescence.2014.03.009

Friedrich, A.; Jonkmann, K.; Nagengast, B.; Schmitz, B. & Trautwein, U. (2013) Teachers’ and students’ perceptions of self-regulated learning and math competence: differentiation and agreement. Learning and Individual Differences, 27, 26-34. doi: 10.1016/j.lindif.2013.06.005

Greene, J. A.; Hutchinson, L.A.; Costa, L.J. & Crompton, H. (2012) Investigating how collage students’ task definitions and plans relate to self-regulated learning processing and understandig of a complex science topic. Contemporary Educational Psychology, 37, 307-320. doi: 10.1016/j.cedpsych.2012.02.002

Grolnick, W.S.; Kurowski, C.O. & Gurland, S. T. (1999) Family processes and the development of children’s self-regulation. Educational Psychologist, 34, 3-14. doi: 10.1207/s15326985ep3401_1

Grolnick W.S. & Farkas, M. (2002) Parenting and the development of children´s self-regulation. En M. Bornstein (Ed.) Handbook of Parenting. Volume 5: Practical Issues of Parenting (pp. 89-109). New Jersey, USA: Lawrence Erlbaum.

Hadi, M.; Kalantari, B. & Ghaslani, R. (2014) Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia – Social and Behavioral Sciences, 98, 1062-1068. doi: 10.1016/j.sbspro.2014.03.517

Harris, K. R., Friedlander, B.D., Saddler, B., Frizzelle, R. & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. Journal of Special Education, 39, 145-156. doi: 10.1177/00224669050390030201

Hong, E.; Peng, Y. & Rowell (2009) Homework self-regulation: grade, gender, and achievement-level differences. Learning and Individual Differences, 19, 269-276. doi: 10.1016/j.lindif.2008.11.009

Jarvela, S., & Jarvenoja, H. (2011). Socially constructed self-regulated learning and

motivation regulation in collaborative learning groups. Teachers College Record, 113, 350-374.

Kindekens, A.; Romero, V.; De Backer, F.; Peeters, J; Buffel, T. & Lombaerts, K. (2014) Enhancing studen wellbeing in secondary education by combining self-regulated learning and arts education. Procedia - Social and Behavioral Sciences, 116, 1982-1987. doi: 10.1016/j.sbspro.2014.01.507

Kirk, K.M. & Martin, N.G. (1998) The short interpersonal reactions inventory, self-regulation and differentiation scales in an older Australian twin sample. Personality and Individual Differences, 25, 591-604. doi: 10.1016/S0191-8869(98)00116-0

Kistner, S.; Rakoczy; K., Otto, B.; van Ewijk, C. D.; Büttner, G. & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5, 157-171. doi: 10.1007/s11409-010-9055-3

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and

self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21, 355-364. doi: 10.1016/j.learninstruc.2010.04.001

Kopp, C.B. (1982) Antecedents of self-regulation: a developmental perspective. Developmental Psychology, 18, 199-214. doi: 10.1037/0012-1649.18.2.199

Kuo, Y.C.; Walker, A.E.; Schroder, K.E. & Belland, B.R. (2014) Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. doi: 10.1016/j.iheduc.2013.10.001

Labuhn, A.S., Zimmerman, B.J., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standards. Metacognition and Learning, 5, 173-194. doi: 10.1007/s11409-010-9056-2

Ledesma. R. & Valero-Mora, P. (2007) Determining the number of factors to retain in EFA: an essay to use computer program for carrying out Parallel Analysis. Practical Assesment Research and Evaluation, 12, 1-11.

Lee, I. S. (2002) Gender differences in self-regulated on-line learning strategies within Korea’s university context. Educational Technology Research and Development, 50, 101-111. doi: 10.1007/BF02504967

Lehmann, T.; Hähnlein, I. & Ifenthaler, D. (2014) Cognitive, metacognitive and motivational prespectives on preflection in self-regulated online learning. Computers and Human Behavior, 32, 313-323. doi: 10.1016/j.chb.2013.07.051

Lorenzo-Seva, U. (2013) Why rotate my data using Promin? Technical Report. Department of Psychology, Universitat Rovira i Virgil, Tarragona. Recurso electrónico disponible en http://psico.fcep.urv.es/utilitats factor/Documentation. html. Accesado en Octubre, 5, 2014.

Lorenzo-Seva, U. & Ten Berge, J.M.F. (2006) Tucker's congruence coefficient as a meaningful index of factor similarity. Methodology, 2, 57-64. doi: 10.1027/1614-1881.2.2.57

Matthews, J. S.; Cameron, C. & Morrison, F. J. (2009) Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101, 689-704. doi: 10.1037/a0014240

Matthews, J. S.; Marulis, L. M. & Williford, A. P. (2014) Gender processes in school functioning and the mediating role of cognitive self-regulation. Journal of Applied Developmental Psychology, 35, 128-137. doi: 10.1016/j.appdev.2014.02.003

Nandagopal, K. & Anders, K. (2012) An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level collage students. Learning and Individual Differences, 22, 597-609. doi: 10.1016/j.lindif.2011.11.018

Nobile, M.; Bianchi, M.; Bellina, M.; Greco, A.; Monzani, D.; Tesei, A. & Molteni, M. (2014) EPA-1746 – The role of family structure and of tryptophan hydroxylase 2 (TPH2) on the stability of deficient emotional self-regulation symptoms throughout adolescence. European Psychiatry, 29, 1. doi: 10.1016/S0924-9338(14)78877-7

Ozan, C.; Gundogdu, K.; Bay, E. & Celkan, H. Y. (2012) A study on the University students’ self-regulated learning strategie skills and self-efficacy perceptions in terms of different variables. Procedia – Social and Behavioral Sciences, 46, 1806-1811. doi: 10.1016/j.sbspro.2012.05.383

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41, 116-125. 10.1207/s15430421tip4102_8

Peeters, J.; De Backer, F.; Romero, V.; Kindekens, A.; Buffel, T. & Lombaerts, K. (2014) The Role of Teachers’ Self-regulatory capacities in the implementation of self-regulated learning prectices. Procedia – Social and Behavioral Sciences, 116, 1963-1970. doi: 10.1016/j.sbspro.2014.01.504

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667 – 686. doi: 10.1037/0022-0663.95.4.667

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and Applications (2nd ed.). Upper Saddle, NJ: Prentice-Hall, Inc.

R Development Core Team (2012) R: a language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing.

Rosário, P.; Pereira, A.; Högemann, J.; Nunes, A.R.; Figueiredo, M.; Núñez, J.C.; Fuentes, S. & Gaeta, M.L. (2013) Autorregulación del aprendizaje: una revisión sistemática en revistas de la base SciELO. Universitas Psychologica, 13, 781-798. doi:10.11144/Javeriana.UPSY13-2.aars

Saks, K. & Leijen, Ä. (2014) Distinguishing Self-directed and Self-regulated Learning and Measuring them in the E-learning Context. Procedia – Social and Behavioral Sciences, 112, 190-198. doi: 10.1016/j.sbspro.2014.01.1155

Schunk, D. H. (2005). Commentary on self-regulation in school contexts. Learning and Instruction, 15, 173 – 177. doi: 10.1016/j.learninstruc.2005.04.013

Schunk, D. & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23, 7-25.

Shapiro, A. & Ten Berge, J.M.F. (2002) Statistical inference of minimum rank factor analysis. Psychometrika, 67, 79-94. doi: 10.1007/BF02294710

Taub, M.; Azevedo, R.; Bouchet, F. & Khosravifar, B. (2014) Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments? Computers in Human Behavior, 39, 356-367. doi: 10.1016/j.chb.2014.07.018

Vandevelde, S.; Van Keer, H. & Rosseel, Y. (2013) Measuring the complexity of upper primary school children’s self-regulated learning: a multicomponent approach. Contemporary Educational Psychology, 38, 407-425. doi: 10.1016/j.cedpsych.2013.09.002

Wanless, S. B.; McClelland, M. M.; Lan, X.; Son, S.H.; Cameron, C. E.; Morrison, F. J.; Chen, F. M.; Chen, J. L.; Li, S.; Lee, K. & Sung, M. (2013) Gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea and China. Early Childhood Research Quarterly, 28, 621-633. doi: 10.1016/j.ecresq.2013.04.002

Wolters, C.A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113, 265-283.

Won You, J. & Kang, M. (2014) The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. doi: 10.1016/j.compedu.2014.04.018

Yukselturk, E. & Bulut, S. (2009) Gender differences in self-regulated online learning environment. Education Technology & Society, 12, 12-22.

Zimmerman, B. J. (1990) Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25, 3-17. doi: 10.1207/s15326985ep2501_2

Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. En M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Self-regulation: Theory, research, and applications (pp. 13– 39). Orlando, FL: Academic Press.

Zimmerman, B. J. (2002). Achieving self-regulation: The trial and triumph of adolescence. En F. Pajares, & T. Urdan (Eds.), Academic motivation of adolescents, vol. 2 (pp. 1 – 27). Greenwhich, CT: Information Age.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183. doi: 10.3102/0002831207312909

Zuffianò, A.; Alessandri, G.; Gerbino, M.; Luengo, B.P.; Di Giunta, L.; Miloni, M. & Vittorio, G. (2013) Academic achievement: the unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158-162. doi: 10.1016/j.lindif.2012.07.010

Query Statistics

Downloads

Download data is not yet available.
Publcation metrics

3043 1339




 

Crossref
Scopus
Google Scholar
Europe PMC

Authors retain copyright and ensure the journal's right to be the first publication of the work as licensed under a Creative “Commons Attribution License” that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this journal.