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Academic Self-Regulation Questionnaire
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About Academic Self-Regulation Questionnaire
The purpose of this survey is to find out why students complete their schoolwork. For pupils in middle and high school, the scale was created. SRQ for adults is known as the Learning Self-Regulation Questionnaire (SRQ for adults). Its format differs from the Self-Regulation Questionnaires for adults as a result of this. A 4-point scale rather than a 7-point scale is used since we have shown that more than four alternative responses is not best for the youngsters who complete the questionnare who are between 8 and 10 years old. Secondly, we prefer to have the youngsters answer directly on the questionnaire rather than on a separate sheet of paper.
When administering a class of kids at once, this is a lot more convenient. Despite the fact that it takes more time for the researcher to extract the data from the surveys, the trade-off is worth it. Third, in order to assure high reliability, the SRQs for children contain more items than the SRQs for adults. Lastly, the “very true” answer appears first for each question, but on the adult questionnaire it appears last. To rate the scale, very true is 4; sort of true is 3; not very true is 2; and not at all true is 1. So, a higher score indicates more support for that particular regulation style. In the SRQ-A, external regulation, introjected regulation, identifiable regulation, and intrinsic motivation are all subscales.
The SRQ-A comes in two versions. There have been many studies of schoolchildren using the initial edition. It poses four questions about the motivations behind the actions of pupils in the context of education. There are four types of responses to each question, one for each of the four regulation styles that are represented on this scale.
In Ryan and Connell, this scale has been proven to be reliable (1989). To better serve children with learning disabilities, a new version of the SRQ-A was developed. We discovered that the usual format was too tough for kids with LD (Deci, Hodges, Pierson, & Tomassone, 1992) In this case, each item is posed as a separate question rather than a single question with several answers.
There are four questions that children are asked, but they are written in a way that makes it easier for them to understand the answers. It was also decided to simplify the four responses to make them more understandable to students. For example, always is a 4, most of the time is a 3, sometimes is 2, and never is a 1 in this example. After each version, you’ll find information on how to score on that particular scale. The conventional version is presented first, followed by a version tailored specifically for pupils with LD.
Avail Reference Files:
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Ryan‚ R.M.‚ & Connell‚ J.P. (1989)
Email:
- Ryan‚ R.M.‚ & Connell‚ J.P. (1989). Perceived locus of causality and internalization: Examining
reasons for acting in two domains. Journal of Personality and Social Psychology‚ 57‚ 749-761. - Deci‚ E. L.‚ Hodges‚ R.‚ Pierson‚ L.‚ & Tomassone‚ J. (1992). Autonomy and competence as
motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning
Disabilities‚ 25‚ 457-471.
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