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
Validated with college students in medical and organic chemistry contexts; useful for examining how instructional environments relate to students' autonomous versus controlled motivation for learning. Adapted for online learning with college students (α = .87); a Peruvian university study also supported a 2-factor structure (autonomous and controlled regulation).
Cautions
Limited validation with K-12 students.
The Self-Regulation Questionnaire–Learning (SRQ-Learning) is a self-report survey that measures students’ reasons for engaging in learning activities. It is based on self-determination theory and distinguishes more autonomous forms of motivation from more controlled forms of motivation. The measure can help identify whether students engage in learning because they find it interesting or personally valuable, or because of external pressure or rewards.
The SRQ-Learning can be used in education research to examine students’ motivation for learning and how different forms of motivation relate to engagement and academic outcomes. Black and Deci (2000) used the measure with college students enrolled in organic chemistry courses to examine students’ autonomous motivation and its relationship to learning. The instrument is therefore most directly supported for use with postsecondary students.
Organization
Topic
Collection Category(ies)
Content
Grades
9th Grade,
10th Grade,
11th Grade,
12th Grade,
Post secondary
Languages
English
Respondent
Student
Administration Information
Length
12 items
Access and Use
Open Access
No
Psychometrics (additional guidance)
Reliability
Subscale alphas were 0.75 for autonomous and 0.67 for controlled.
Psychometric References
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.
Item Type
Likert
