Motivational Regulation Strategies: A Questionnaire for its Measurement in Argentinian University Students

Javier Sánchez-Rosas; Rocío Soledad Aguirre; Nicolás Bovina-Martijena; Valeria Lucía Galarza

doi:10.35670/1667-4545.v19.n1.23878

Autores/as

Javier Sánchez-Rosas Laboratory of Psychological and Educational Assessment, Faculty of Psychology, National University of Cordoba.
Rocío Soledad Aguirre Faculty of Psychology, National University of Cordoba.
Nicolás Bovina-Martijena Faculty of Psychology, National University of Cordoba, Argentina.
Valeria Lucía Galarza Faculty of Psychology, National University of Cordoba.

DOI:

https://doi.org/10.35670/1667-4545.v19.n1.23878

Palabras clave:

regulation of motivation, self-regulated learning, motivation, task value, interest, achievement goals, measurement, university students

Resumen

The objective of this work was to evaluate the psychometric properties of a modified version of the Motivational Regulation Strategies Questionnaire of Wolters and Benzon (2013) in a sample of Argentinian university students. Thirty bilingual students answered the instrument in English and Spanish and the equivalence of the translation was analyzed. Spearman’s correlations between the original and the translated version were strong (.71 to .90), which showed the equivalence. Then, the adapted questionnaire (N = 329) was administered and its internal structure and internal consistency were analyzed. The exploratory factor analysis showed a questionnaire consisting of 37 items and eight factors. The scales showed good internal consistency indexes (? = .68 to ? = .95). The questionnaire evaluates value regulation, situational interest regulation, performance-approach regulation, performance-avoidance regulation, mastery-approach regulation, mastery-avoidance regulation, self-consequence, environmental structuring. The results and the need for new psychometric studies are discussed.

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