Description

The Learning Self-Regulation Questionnaire (LSRQ) is a psychometric tool used to assess students’ self-regulation strategies and motivation during the learning process. The LSRQ is based on Self-Determination Theory (SDT) and examines how students direct and manage their learning, as well as the reasons why they pursue learning.

Objective

The main objective of the LSRQ is to understand and evaluate the different dimensions of self-regulation and motivation in learning. Specifically, the LSRQ aims to:
Intrinsic Motivation: Measure students’ level of intrinsic motivation, meaning their internal desire to learn due to the satisfaction and enjoyment they derive from it.
Extrinsic Motivation: Assess the external factors that influence learning, such as rewards and environmental pressures.
Autonomous Regulation: Evaluate students’ ability to take initiative and manage their learning independently.
Controlled Regulation: Examine the extent to which students are guided by external factors and pressures.

Analysis

The analysis of LSRQ data includes:
Descriptive Statistics: Calculation of means, standard deviations, and frequencies for the responses.
Comparative Analysis: Comparison of self-regulation and motivation levels among different population groups, such as age groups, gender, and educational level.
Correlational Analysis: Examination of the relationships between self-regulation and motivation dimensions and other factors such as academic performance and psychological well-being.
Factor Analysis: Identification of underlying factors that explain the responses to the questionnaire items.

Scoring

The scoring of the LSRQ includes:
Scale Development: Creation of a response scale for each item (e.g., from 1 to 7, where 1 = Not at all and 7 = Very much).
Reliability and Validity: Testing the reliability (e.g., Cronbach’s alpha) and validity of the questionnaire through statistical methods and pilot studies.
Adaptation and Revision: Adjusting items based on user feedback and revising the questionnaire to improve accuracy and relevance.

References

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum Press.
Ryan, R. M., & Deci, E. L. (2000). “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.” American Psychologist, 55(1), 68–78.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). “The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education.” Educational and Psychological Measurement, 52(4), 1003–1017.