scholarly journals Development and Validity of the Emotion and Motivation Self-Regulation Questionnaire (EMSR-Q)

2014 ◽  
Vol 17 ◽  
Author(s):  
Jesús Alonso-Tapia ◽  
Ernesto Panadero Calderón ◽  
Miguel A. Díaz Ruiz
Keyword(s):  
Self Regulation ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Education Students ◽  
Confirmatory Factor ◽  
Teacher Work ◽  
Order Factor ◽  
Students Satisfaction ◽  
Practical Implications

AbstractThis 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): (χ2/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.

scholarly journals Measuring Subjective Resilience despite Adversity due to Family, Peers and Teachers

2013 ◽  
Vol 16 ◽  
Author(s):  
Jesús Alonso-Tapia ◽  
Carmen Nieto ◽  
Miguel A. Ruíz
Keyword(s):  
Factor Structure ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Vulnerability Factors ◽  
Good Reliability ◽  
Confirmatory Factor Analyses ◽  
Resilience Scale ◽  
Confirmatory Factor ◽  
Perceived Change ◽  
Practical Implications

AbstractThe objective of this study is to develop and validate a scale of subjective resilience for students 12–17 years old. Items covered adverse situations due to parents’, peers’ and teachers’ actions. The validation process included the analysis on the generalizability of the factor structure and of relationships of resilience scores with different kinds of protective and vulnerability factors -goal orientations and learning-oriented classroom motivational climate (CMC)-. A total of 471 students answered four questionnaires. Confirmatory factor analyses, reliability analysis and correlation and regression analyses were carried out. Results showed: (a) that factor structure was well defined; (b) that resilience scale had good reliability; (c) that scores correlated as expected with protective-vulnerability factors such as goal orientations and CMC defined by teachers’ teaching-patterns, and (d) that students’ attribution of perceived change in resilience to teachers’ work depended on the degree in which CMC was learning oriented. Theoretical and practical implications are discussed.

Volition to transfer: mastering obstacles in training transfer

2017 ◽  
Vol 46 (4) ◽  
pp. 809-823 ◽  
Author(s):  
Christian Seiberling ◽  
Simone Kauffeld
Keyword(s):  
Structural Equation ◽  
Transfer Of Training ◽  
Structural Equation Models ◽  
Training Transfer ◽  
Bootstrap Analysis ◽  
Content Type ◽  
Confirmatory Factor ◽  
Motivation To Transfer ◽  
Practical Implications

Purpose The purpose of this paper is to seek a better understanding of the role of volition in the learning transfer system beyond the well-established concept of motivation to transfer. Design/methodology/approach Participants of a two-day leadership training were asked to complete two online questionnaires (t1 directly after training, t2 eight weeks after training). In total, 891 managers answered the first questionnaire, 465 the second. Findings Confirmatory factor analysis suggests that motivation and volition to transfer are perceived as two different constructs. Hierarchical linear regression shows that additional variance in training transfer can be explained when volition to transfer is taken into account. Structural equation models and bootstrap analysis suggest that both motivation and volition to transfer mediate effects of supervisor support and trainer performance on training transfer. Research limitations/implications The results imply that besides motivation to transfer, volition to transfer may be a relevant construct in the transfer of training. It remains to be tested how far these findings can be generalized to other training settings beside leadership trainings. Practical implications Organizations aiming at improving training transfer should focus on enhancing the participants’ motivation and volition to transfer. Both trainers and supervisors seem to promote transfer of training by influencing a trainee’s motivation to transfer and volition to transfer. Originality/value To the authors’ knowledge, this is the first study to systematically examine the role of volition in training transfer.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

2019 ◽  
Author(s):  
Jorge Reyna ◽  
Jose Hanham ◽  
Panos Vlachopoulos ◽  
Peter Meier
Keyword(s):  
Factor Analysis ◽  
Digital Media ◽  
Exploratory Factor Analysis ◽  
Student Attitudes ◽  
Self Regulation ◽  
Questionnaire Data ◽  
Online Questionnaire ◽  
Future Studies ◽  
Confirmatory Factor ◽  
Practical Implications

This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure – six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners’ experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies.

scholarly journals Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)

2020 ◽  
Vol 17 (12) ◽  
pp. 4560
Author(s):  
Sebastián Fierro-Suero ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López
Keyword(s):  
Factor Analysis ◽  
Regression Analysis ◽  
Physical Education ◽  
Temporal Stability ◽  
Value Theory ◽  
Education Students ◽  
Achievement Emotions ◽  
Control Value ◽  
Confirmatory Factor

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

scholarly journals Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

2016 ◽  
Vol 6 (1) ◽  
pp. 47 ◽  
Author(s):  
Sanne Dekker ◽  
Lydia Krabbendam ◽  
Nikki Lee ◽  
Annemarie Boschloo ◽  
Renate De Groot ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Goal Orientation ◽  
Parental Education ◽  
Self Regulation ◽  
Goal Orientations ◽  
Learning Behaviour ◽  
Different Types ◽  
Work Avoidance ◽  
And Performance

<p>This study investigated whether academic achievement was predicted by the goal which generally drives a student’s learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the mastery and performance-approach types obtained higher grades than students characterized by the performance-avoidance and work-avoidance goal type. A mediation analysis showed that goal orientations predicted achievement through the level of metacognitive self-regulation. Intrinsically motivated students showed the best metacognitive self-regulation skills of all students, whereas work-avoidant students had the lowest level of self-regulation skills. The scores of students with performance goals fell in-between. The research showed that the higher grades obtained by performance-approach students, compared to performance-avoidant and work-avoidant students, can partially be explained by their higher levels of metacognitive self-regulation. Thus, goal orientation predicted achievement differences through metacognitive self-regulation skills. This suggests that intrinsic motivation and self-regulation skills should ideally be supported in the classroom. Furthermore, it suggests that teachers could use vignettes to distinguish different types of students in order to identify students who are vulnerable to lower academic achievement.</p>

Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’

2021 ◽  
pp. 146394912110480
Author(s):  
Arif Yılmaz ◽  
Selda Aras ◽  
Ayça Ülker ◽  
Figen Şahin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Main Issue ◽  
Assessment Process ◽  
Childhood Education ◽  
Children’S Agency ◽  
Assessment As Learning ◽  
Practical Implications

Although the concept of assessment as learning has important educational and practical implications, the utilisation and creation of contexts for assessment as learning in early childhood education are contemporary issues that need to be clarified. The overall goal of this work is to reconceptualise the role of the child portfolio as a tool for promoting assessment as learning in early childhood education. This theoretical framework provides some conceptual insights into children's agency in the learning and assessment process through the use of child portfolios. The main issue addressed is the progressive use of the child portfolio, which comprises observations of classroom experiences, documentation of these observations, revisiting learning experiences and a celebration of children's achievements. These aspects are discussed along with arguments that raise the question of how portfolios can act as catalysts for assessment as learning. This article further advocates that the multidimensional processes of creating a child portfolio may be considered a promising context for promoting autonomy, self-regulation, metacognition and reflection in early childhood education.

scholarly journals Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841880934 ◽  
Author(s):  
Caesar R. Jackson
Keyword(s):  
Historically Black ◽  
Self Regulation ◽  
Black College ◽  
Validity And Reliability ◽  
Third Order ◽  
Historically Black College ◽  
Confirmatory Factor ◽  
Sample Data ◽  
Effort Regulation ◽  
Order Factor

This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU). Confirmatory factor analysis was used to test the third-order factor structure and to respecify the model. An adequate fit to the study sample data was achieved for the respecified MSLQ (MSLQ-R), and measurement invariance was verified on four groups within the HBCU sample. The highest correlates with EOC grade on the MSLQ-R were self-efficacy, task value, effort regulation, and time and study environment. Metacognitive self-regulation and strategy use variables were found to not correlate with EOC grade. A useful capability to discriminate on the basis of academic performance was exhibited by the MSLQ-R.

An Investigation of the Roles of Group Identification, Perceived Ability, and Evaluative Conditions in Stereotype Threat Experiences

2019 ◽  
Vol 123 (5) ◽  
pp. 1904-1918
Author(s):  
Raphael Laurin
Keyword(s):  
Stereotype Threat ◽  
Group Identification ◽  
Ability Level ◽  
Education Students ◽  
Perceived Ability ◽  
Physical Education Students ◽  
Individual Determinants ◽  
Contrast Group ◽  
Practical Implications

The Multi-Threat Framework distinguishes six qualitatively distinct stereotype threats. Up to now, few studies have been performed to identify the situational and individual determinants of different stereotype threat experiences. This study investigates the role of group identification, perceived ability, and evaluative conditions (private/public) in six stereotype threat experiences for 261 French Physical Education Students. The results show that the expression level of the different stereotype threats does not vary according to evaluative conditions. In contrast, group identification affects all the forms of stereotype threats, and for three forms of stereotype threats, this effect is moderated by the perceived ability level. The theoretical and practical implications of these results are discussed.

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