About the Measure

Domains Emotional Intelligence (mixed and trait), Meta-cognition, Motivation, goal orientation and perseverance
Key stages Key Stage 3, Key Stage 4, Key Stage 5
Subscales Avoidance-oriented self-regulation; Performance-oriented self-regulation; Negative self-regulation of stress; Positive self-regulation of motivation; Process oriented self-regulation
Description This instrument contains 20 items including five types of general self-messages or mental verbalizations through which students self-regulate (adequately or not) the positive and negative emotions which can favour or interfere with their learning activities, and the motivation itself.
Example This task was a complete loss of time!
Link https://www.cambridge.org/core/services/aop-cambridge-core/content/view/06636DDE92860E70DD41EF559418CFAE/S1138741614000419a.pdf/div-class-title-development-and-validity-of-the-emotion-and-motivation-self-regulation-questionnaire-emsr-q-div.pdf
Psychometry
Implementation

Implementation details

No. of items 20
Format Likert
Respondent Self
Scoring Standardised
Time 0
Age 12-18
Cost single purchase Free - Available
Cost per child Free - Available

Psychometric details

UK norms No
Cronbach's α .69-.79
Test retest Not reported
Inter-rater reliability Not reported
EFA 3-factor solutio
CFA Cross-validation
Chi-square(330) = 888.39
p<0.001
GFI = 0.89
IFI = 0.85
CFI = 0.85
RMSEA = 0.05
Criterion validity Not reported
Construct validity EMSR-Q styles contribute in a significant way to explaining most of the variance of the attribution of “perceived change in self-regulation” to teacher’s work
Concurrent validity Not reported
Predictive validity Not reported
Responsiveness Not reported
Floor/Ceiling Not reported
References Alonso-Tapia, J., Panadero Calderón, E., & Díaz Ruiz, M. A. (2014). Development and validity of the Emotion and Motivation Self-Regulation Questionnaire (EMSR-Q). The Spanish Journal of Psychology, 17, e55. doi:10.1017/sjp.2014.41