Kröner Julia, Goussios Christina, Schaitz Caroline, Streb Judith, Sosic-Vasic Zrinka
Department of Psychiatry and Psychotherapy III, University Clinic of UlmUlm, Germany.
Department of Forensic Psychiatry and Psychotherapy, University of UlmUlm, Germany.
Front Psychol. 2017 Jun 22;8:1032. doi: 10.3389/fpsyg.2017.01032. eCollection 2017.
The assessment of students' motivation can be a powerful tool in enhancing and understanding students' learning. One valid and often applied self-report measure is the Academic Self-Regulation Questionnaire (SRQ-A) which is grounded in the self-determination theory. However, to date, there is still no German equivalent to the English version of this questionnaire. Therefore, the aim of the present study was to adapt and validate the SRQ-A on a representative German student sample, consisting of 672 children (327 girls), ages 8-14 from one primary and two secondary German schools. First, the translation-back-translation method was used to ensure the linguistic equivalence of the German questionnaire. Second, item analysis of the generated scores of the German SRQ-A were conducted. Third, the multidimensional factorial structure of the original measure was tested with confirmatory factor analysis (CFA) using maximum likelihood estimation. Last, additional construct validity of the German SRQ-A was tested using correlational analyses with convergent and divergent measures. After conducting CFA, four items were excluded from the original questionnaire, due to loadings lower than 0.40, resulting in 28 items. The German SRQ-A showed good internal consistency for all subscales, with Chronbach's α ranging between 0.75 and 0.88. The simplex-structure of the original measurement could also be confirmed, however, the four-factorial model could not be replicated. The measurement showed good convergent and discriminant validity with other related questionnaires. In summary, the German SRQ-A is a reliable and valid self-report instrument for the assessment of self-determined motivational styles within the school context.
对学生动机的评估可以成为促进和理解学生学习的有力工具。一种有效且经常应用的自我报告测量方法是基于自我决定理论的学业自我调节问卷（SRQ-A）。然而，迄今为止，尚无该问卷英文版本的德语等效版本。因此，本研究的目的是在一个具有代表性的德国学生样本上对SRQ-A进行改编和验证，该样本由来自一所德国小学和两所德国中学的672名儿童（327名女孩）组成，年龄在8至14岁之间。首先，采用翻译-回译方法确保德语问卷的语言等效性。其次，对德语SRQ-A生成的分数进行项目分析。第三，使用最大似然估计的验证性因素分析（CFA）对原始测量的多维因素结构进行测试。最后，使用具有收敛和发散测量的相关分析来测试德语SRQ-A的附加结构效度。进行CFA后，由于载荷低于0.40，从原始问卷中排除了四个项目，最终得到28个项目。德语SRQ-A在所有子量表上均显示出良好的内部一致性，克朗巴赫α系数在0.75至0.88之间。原始测量的单维结构也得到了证实，然而，四因素模型无法复制。该测量与其他相关问卷显示出良好的收敛效度和区分效度。总之，德语SRQ-A是一种可靠且有效的自我报告工具，用于评估学校环境中自我决定的动机风格。
