Alonso-Tapia Jesús, Panadero Calderón Ernesto, Díaz Ruiz Miguel A
Universidad Autónoma de Madrid (Spain).
Universidad Autónoma de Barcelona (Spain).
Span J Psychol. 2014 Jul 15;17:E55. doi: 10.1017/sjp.2014.41.
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.
本研究有两个目标，其一，开发并验证“情绪与动机自我调节问卷”（EMSR-Q）；其二，（在问卷验证过程中）分析基于目标导向的自我调节方式（SRS）与课堂动机氛围（CMC）之间的关系。来自西班牙马德里的664名中学生构成了本研究的样本。该样本被随机分为两组，以进行验证性因素分析并交叉验证结果。两项分析均支持一个由五个一阶因素构成的结构，该结构围绕两个二阶因素组织而成，即“学习自我调节方式”（LSR）和“回避自我调节方式”（ASR）：（χ²/df = 2.71；GFI = 0.89；IFI = 0.84；CFI = 0.84；RMSEA = 0.07）。关于SRS、目标导向与期望之间关系的假设得到了额外的相关性分析和因素分析的支持。此外，多项回归分析在很大程度上支持了其余关于自我调节方式作为课堂动机氛围（CMC）感知的预测因素、归因于教师工作的自我调节变化以及学生对同一工作的满意度的假设。文中讨论了理论和实践意义。
