Several studies have focused on the assessment of students’ motivation because this construct is very important to understand students’ learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children. Participants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability. ESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades. Our findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.

中文翻译：

---

学术自我调节问卷：一项针对葡萄牙小学生的研究

一些研究集中在评估学生的动机上，因为这种结构对于理解学生的学习以及如何提高学习非常重要。基于自我决定理论的学术自我调节问卷（SRQ-A）是一种自我报告工具，旨在了解学生从事学校工作的原因。但是，该问卷没有葡萄牙语版本供晚一点的学生使用。这项研究的主要目的是分析带有小学生的数学领域中葡萄牙语版本SRQ-A的心理测量特性。参与者为341位从8年级到4年级的8至11岁的小学生。葡萄牙语版本的SRQ-A包括24个项目，评估了四种监管方式（外部，引入，已识别，和内在）分为三个行为类别（家庭作业，课堂作业和数学课程中的回答问题）。为了检查仪器的心理测量特性，我们进行了探索性结构方程模型（ESEM），测量了性别和年级不变性，并计算了内部一致性指标和时间稳定性。ESEM分析使用简化版的仪器（包含16个项目）以四种监管方式支持了该措施的原始多维结构。四种监管方式之间的相关性揭示了与自决论连续性一致的单纯形模式。结果表明，所有调节方式（α≥.73； CR≥.76）和时间稳定性（4个月再测试≥.43）均具有足够的内部一致性。问卷显示了性别和年级的测量和结构不变性。最后，观察到一些性别差异。平均而言，男孩在外部法规方面的得分高于女孩。成绩之间没有差异。我们的研究结果表明，葡萄牙语版本的SRQ-A具有良好的心理计量学特性，为其在动机风格的教育研究（包括有关性别和自我调节等级差异的研究）中的使用提供了充分的支持。