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Learning Self-Regulation Questionnaire (SRQ-L): Psychometric and Measurement Invariance Evidence in Peruvian Undergraduate Students

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  • César Merino-Soto

    (Facultad de Ciencias de la Salud, Escuela Profesional de Medicina, Universidad César Vallejo, Av. Larco 1770, Trujillo 13009, Peru)

  • Gina Chávez-Ventura

    (Instituto de Investigación en Ciencia y Tecnología, Universidad César Vallejo, Av. Larco 1770, Urb. Las Flores, Distrito Víctor Larco Herrera, Trujillo 13009, Peru)

  • Verónica López-Fernández

    (Department of Education, Universidad Internacional de La Rioja (UNIR), Avenida de la Paz 101, 26006 Logroño, Spain)

  • Guillermo M. Chans

    (Tecnologico de Monterrey, School of Engineering and Sciences, Mexico City 01389, Mexico)

  • Filiberto Toledano-Toledano

    (Unidad de Investigación en Medicina Basada en Evidencias, Hospital Infantil de México Federico Gómez, National Institute of Health, Márquez 162, Doctores, Cuauhtémoc, Mexico City 06720, Mexico
    Unidad de Investigación Sociomédica, Instituto Nacional de Rehabilitación Luis Guillermo Ibarra Ibarra, Calzada México-Xochimilco 289, Arenal de Guadalupe, Tlalpan, Mexico City 14389, Mexico
    Dirección de Investigación y Diseminación del Conocimiento, Instituto Nacional de Ciencias e Innovación para la Formación de Comunidad Científica, INDEHUS, Periférico Sur 4860, Arenal de Guadalupe, Tlalpan, Mexico City 14389, Mexico)

Abstract

Given the theoretical and applied importance of self-regulation in learning, our study aimed to report the internal structure of the psychometric properties of the Learning Self-Regulation Questionnaire. Five hundred and ninety-six Peruvian university students participated in their first to tenth semesters on campuses in Lima, Trujillo, and Cajamarca. Nonparametric scalability, dimensionality, reliability (score and item levels), and latent invariance were analyzed. The results showed that reducing the number of response options was necessary. Reducing the number of items also produced better scaling. Two slightly related dimensions were strong internal validity and acceptable item reliability; furthermore, reliability was adequate. Age and gender had trivial correlations in item variability. Finally, differences between the semesters were obtained in the means, variances, and latent correlations. In conclusion, we propose a better definition of the constructs of autonomy and control measured by the SRQ-L. This article also discusses the limitations and implications of the study.

Suggested Citation

  • César Merino-Soto & Gina Chávez-Ventura & Verónica López-Fernández & Guillermo M. Chans & Filiberto Toledano-Toledano, 2022. "Learning Self-Regulation Questionnaire (SRQ-L): Psychometric and Measurement Invariance Evidence in Peruvian Undergraduate Students," Sustainability, MDPI, vol. 14(18), pages 1-17, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11239-:d:909571
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    References listed on IDEAS

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    1. César Merino-Soto & Manuel Fernández-Arata & Jaime Fuentes-Balderrama & Guillermo M. Chans & Filiberto Toledano-Toledano, 2022. "Research Perceived Competency Scale: A New Psychometric Adaptation for University Students’ Research Learning," Sustainability, MDPI, vol. 14(19), pages 1-17, September.

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