The construct validity of the russian version of the modified academic self-regulation questionnaire (SRQ-A) among elementary and middle school children

Abstract

© 2020 Russsian Psychological Society. Background. The Academic Self-Regulation Questionnaire (SRQ-A) is a useful self-report measure of academic motivation grounded in self-determination theory (E. Deci & R. Ryan). Objective. The aim of the present study was to evaluate the utility of the Russian version of the SRQ-A by reporting psychometric properties, examining the factorial structure of the SRQ-A, and assessing its construct validity in a large sample of primary and middle school children. Design. To validate the Russian version of the SRQ-A, two cross-sectional studies were conducted, one with primary school children, and the second with middle school children. Results. We developed and tested the Russian version of the SRQ-A on a sample of 1215 children, Grades 3-7, from three primary and three secondary (middle) schools in Russia. The multidimensional factorial structure of the original measure was tested with bifactor exploratory structural equation modeling (B-ESEM) and confirmatory factor analysis (CFA). Construct validity was tested using correlational analyses with convergent and divergent measures. The SRQ-A showed good internal consistency for all subscales, with Cronbach's α ranging between 0.65 and 0.77 for the primary school children (Study 1), and 0.74 and 0.82 in a sample from the middle school children (Study 2). In both studies a simplex-structure pattern was confirmed, and the CFA model, with seven first-order factors and two second-order factors for intrinsic regulation and extrinsic regulation, had an acceptable fit. The results of both studies demonstrate that the subscales show good convergent and discriminant validity with respect to basic psychological needs, attitudes toward school, school well-being, and general well-being scales. Conclusion. In sum, the 26-item Russian SRQ-A is a reliable and valid selfreport instrument for the assessment of self-determined types of motivation for primary and middle school children. © Lomonosov Moscow State University, 2020.