Promoting Student Success in Early College Credit Courses
Category: Student Learning
Instrument Overview
Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths
Strong reliability; validated with U.S. school-age students to assess different types of academic motivation and self-regulation. Useful for examining how students’ motivation relates to effort, persistence, and engagement in schoolwork. Portuguese adaptation exists.
Cautions
Limited validation with college students and adult learners.
The Self-Regulation Questionnaire–Academic (SRQ-A) is a self-report survey that measures students’ reasons for engaging in academic activities. It focuses on different forms of motivation, ranging from external reasons, such as rewards or avoiding consequences, to more internal reasons, such as valuing schoolwork and enjoying learning. The questionnaire is based on self-determination theory and is designed to assess students’ degree of autonomous versus controlled academic motivation.
The SRQ-A can be used in education research to examine students’ academic motivation and how different types of motivation relate to engagement, persistence, and academic outcomes. It was developed for use with school-age students and has been used primarily with elementary and secondary students. It is not an achievement or diagnostic measure and is not intended to assess students’ academic skills or performance directly.
Organization
Topic
Collection Category(ies)
Content
Grades
9th Grade,
10th Grade,
11th Grade,
12th Grade,
Post secondary
Languages
English
Other Language/s
Translated into Dutch (Vanthournout, Gijbels, Coertjens, Donche, & Van Petegem, 2012)
Respondent
Student
Administration Information
Length
32 items
Access and Use
Price
Free
Open Access
Yes
Use in Research
Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643–650. https://doi.org/10.1177/0146167201276001
Hardré, P. L., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95(2), 347–356. https://doi.org/10.1037/0022-0663.95.2.347
Psychometrics (additional guidance)
Reliability
Says highly reliable but cannot find source alpha
Item Type
Likert
