A Study of Psychometric Properties of Adolescent Self-Regulatory Inventory among Female Secondary Schools Students
Subject Areas : PsychologyMasoud Kiani 1 , Elahe Hejazi 2 , Javad Ejei 3 , Masoud Gholamali Lavasani 4
1 - University of Tehran
2 - University of Tehran
3 - University of Tehran
4 - University of Tehran
Abstract :
The present research aims at investigated psychometric properties of the Adolescent Self Regulatory Inventory (ASRI) among a sample of Iranian female students. The ASRI is a theoretically-based questionnaire that taps two temporal aspect of self-regulation (regulation in the short and long term). The subjects consisted of all female students of secondary school who studies in schools of Shahin-Shahr (city in Isfahan Province) during the school year 2014-2015. In this regard, 336 students of Shahin-Shahr secondary schools were selected using random cluster sampling method and were asked to completed self-report questionnaire focused on intentional self-regulation (Adolescent Self-Regulatory Inventory and Model of Selection, Optimization, and Compensation (SOC) ) and psychological adjustment (Adjustment Inventory for High School Students). Confirmatory factor analysis demonstrated that internal consistency of the long-term and short-term factors was satisfactory. Requirements for concurrent and construct validity were met. Cronbach's alpha coefficient for short-term and long-term self-regularly subscales were 0/81 (ST) and 0/80 (LT). Finally, the results suggested that ASRI was two-factor, reliable tool for assessing and evaluating dimensions of intentional self-regulation in adolescence.
اژه ای، جواد؛ غلامعلی لواسانی، مسعود؛ و ارمی، حسن. (1394). مقايسه تنظيم هيجان، ميان افراد دارای سوء مصرف مواد و عادی. مجلۀ روان شناسی، 19 (2)، 146-137.
بانشی، علی رضا؛ صمديه، هادی؛ و اژه ای، جواد. (1393). اهداف پيشرفت و عملکرد تحصيلی: نقش واسطه ای هيجانات تحصيلی و خودتنظيمی. مجله روان شناسی، 18 (4)، 392-381.
Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guild ford.
Brody, G. H., & Ge, X. (2001). Linking parenting processes and self-regulation to psychological functioning and alcohol use during adolescence. Journal of Family Psychology, 15, 82–94.
Capaldi, D. M., & Rothbart, M. K. (1992). Development and validation of an early adolescent temperament measure. Journal of Early Adolescence, 12,153–173.
De Vet, E., De Ridder, D., Stok, M., Brunso, K., Baban, A. & Gaspar, T. (2014). Assessing self-regulation strategies: development and validation of the tempest self-regulation questionnaire for eating (TESQ-E) in adolescents. International Journal of Behavioral Nutrition and Physical Activity, 11:106. Available at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4161904/pdf/12966_2014_Article_106.pdf (8/12/2015).
Demetriou, A. (2000). Organization and development of self-understanding and self-regulation: Toward a general theory. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 209–251). San Diego: Academic Press.
Dias, P. C., Garcia del Castillo, J. A., & Moilanen, K. L. (2014). The Adolescent Self-Regulatory Inventory (ASRI) Adaptation to Portuguese context. Paidéia, 24 (58), 155-163.
Elliot, A. J., Thrash, T. M., & Murayama, K. (2011). A longitudinal analysis of self-regulation and well-being: Avoidance personal goals, avoidance coping, stress generation, and subjective wellbeing. Journal of Personality, 79 (3), 643-674.
Finkenauer, C., Engels, R. C., & Baumeister, R. F. (2005). Parenting behavior and adolescent behavioural and emotional problems: The role of self-control. International Journal of Behavioral Development, 29, 58–69.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
Gardner, T. W., Dishion, T. J., & Connell, A. M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36 (2), 273-284.
Gestsdottir, S., & Lerner, R. M. (2008). Positive development in adolescence: The development and role of intentional self-regulation. Human Development, 51 (3), 202-224.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of executive function. Professional manual. Psychological Assessment Resources, Inc, Lutz, FL
Hrbackova, C. K., & Vavrova, S. (2015). Self-regulation in children and minors in institutional care. International Education Studies; 8 (5): 139-149.
Hofer, J., Busch, H., & Kärtner, J. (2011). Self-regulation and well-being: The influence of identity and motives. European Journal of Personality, 25 (3), 211-224.
Ladd, G. W., Birch, S. H., & Bah, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related sphere of influence? Child Development, 70, 1373-1400.
Lerner, R. M., Lerner, J. V., Bowers, E. P., Lewin-Bizan, S., Gestsdottir, S., & Urban, J. B. (2011). Self-regulation processes and thriving in childhood and adolescence: A view of the issues. New Directions for Child and Adolescent Development, 133, 1-9.
Luszczynska, A., Diehl, M., Guti´errez-Do˜na, B., Kuusinen, P., & Schwarzer, R. (2004). Measuring one component of dispositional self-regulation: Attention control in goal pursuit. Personal Individual Difference, 37, 555–566.
McCallum, R. C., Widaman, K. F., Preacher, K. J. & Hong, S. (2001). Sample size in factor analysis: The role of model error. Multivariate Behavioral Research, 36 (4), 611-637.
McClelland, M. M., Cameron, C. E., Wanless, S. B., & Murray, A. (2007). Executive function, behavioral regulation, and social-emotional competence. In O. Saracho & B. Spodek (Eds.), Contemporary perspectives on social learning in early childhood education (pp. 113–137). Charlotte: Information Age Publishing.
Moilanen, K. L. (2007). The Adolescent Self-Regulatory Inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36, 835-848.
Novak, S. P., & Clayton, R. R. (2001). The influence of school environment and self-regulation on transitions between stages of cigarette smoking: A multilevel analysis. Health Psychology, 20, 196–207.
Pfeifer, L. Y. (2015). Facilitative implicit rules and adolescent emotional regulation. Ph.D. dissertation, School of Family Life, faculty of Brigham Young University. Available at http://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5414 & context=etd (8/12/2015).
Pintrich, P. R. (2000). Issues in self-regulation theory and research. Journal of Mind & Behavior, 21, 213-219.
Rydell, A. M., Berlin, L., & Bohlin, G. (2003). Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children. Emotion, 3, 30–47.
Schwarzer, R. (Ed.). (1992). Self-efficacy: Thought control of action. Washington, DC: Hemisphere.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neuron to neighborhoods: The science of early childhood development. Washington: National Academy Press.
Sinha, A. K. P. & Singh, R. P. (1993). Manual for Adjustment Inventory for School Students. Agra: National Psychological Corporation.
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271–324.
