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 |