Evaluación de las propiedades psicométricas del Cuestionario de Autorregulación Académica (SRQ-A) en estudiantes universitarios chilenos

Jorge Vergara-Morales; Montserrat Rodríguez-Vera; Milenko Del Valle

doi:10.22235/cp.v16i2.2837

Authors

Jorge Vergara-Morales Universidad de Las Américas https://orcid.org/0000-0003-3655-813X
Montserrat Rodríguez-Vera Universidad de Playa Ancha https://orcid.org/0000-0003-0356-8526
Milenko Del Valle Universidad de Antofagasta https://orcid.org/0000-0003-3739-1001

DOI:

https://doi.org/10.22235/cp.v16i2.2837

Keywords:

academic motivation, self-determination theory, ESEM analysis, confirmatory factor analysis, multigroup factor analysis

Abstract

Introduction: The self-determination theory represents a framework to understand the factors that facilitate academic motivation, a relevant construct for educational contexts. One of the most used instruments to measure the construct is the Academic Self-Regulation Questionnaire (SQR-A), but there is a lack of psychometric background on the assessment of this measurement model of the Spanish version. Objective: To assess the factorial structure, internal consistency, and validity of the Academic Self-Regulation Questionnaire (SQR-A), in a sample of Chilean university students. Method: The participants were 808 students from two Chilean universities. The measurement model was evaluated using confirmatory factor analysis (CFA). The validity and reliability were assessed using mean-variance extracted and composite reliability. Results: The results show that the four-factor measurement model shows adequate levels of fit, in addition to adequate levels of validity and internal consistency. Conclusion: The Spanish version of the SRQ-A is a useful measure to be applied in higher education contexts.

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