Volume 7, Issue 4 (December 2025)
IEEPJ 2025, 7(4): 0-0 |
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Jafari E, Taghinejad N, AmirFakhraei A. (2025). Factor Structure and Validation of the Academic Self-Regulation Scale among Iranian Students: A Descriptive Study. IEEPJ. 7(4),
URL: http://ieepj.hormozgan.ac.ir/article-1-1032-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1032-en.html
1- PHD student, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran.
2- Assistant professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran. ,noshin.taghinejad@iau.ac.ir
3- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran.
2- Assistant professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran. ,
3- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran.
Abstract: (43 Views)
Objective: To translate, culturally adapt, and psychometrically evaluate the Adolescent Self-Regulation Scale (ASRS) among university students in Bandar Abbas during the 2024–2025 academic year.
Methods: A descriptive cross-sectional psychometric study was conducted across five universities using stratified random sampling, with 1,181 students participating. The ASRS was translated and culturally adapted using a forward–backward method. Content validity was assessed through item-level Content Validity Ratio (CVR) and Content Validity Index (CVI). Concurrent validity was examined via Pearson’s correlation with the Gómez Self-Regulation Questionnaire. Construct validity was evaluated using the Kaiser–Meyer–Olkin index, Bartlett’s test of sphericity, exploratory factor analysis (principal component analysis with Varimax rotation), and confirmatory factor analysis (CFA) in LISREL. Reliability was examined using Cronbach’s alpha, split-half analysis, and Guttman’s Lambda coefficients.
Results: CVR and CVI values for the 30 items ranged from 0.83 to 0.96, indicating strong content validity. Pearson’s correlation between the ASRS and the Gómez questionnaire was r = 0.81 (p < 0.001), supporting concurrent validity. Exploratory factor analysis identified five factors explaining 72.01% of total variance. CFA demonstrated acceptable fit indices, confirming the five-factor model. Internal consistency was high, with overall Cronbach’s alpha of 0.918 and subscale alphas ranging from 0.820 to 0.933. Split-half reliability showed α = 0.906 (first half) and 0.869 (second half), while Spearman–Brown and Guttman’s Lambda coefficients ranged from 0.675 to 0.960.
Conclusions: The ASRS demonstrates strong validity and reliability among Bandar Abbas university students and is appropriate for assessing self-regulation in this population. Further longitudinal and cross-cultural studies using complementary assessment methods are recommended to enhance generalizability and reduce self-report bias.
Methods: A descriptive cross-sectional psychometric study was conducted across five universities using stratified random sampling, with 1,181 students participating. The ASRS was translated and culturally adapted using a forward–backward method. Content validity was assessed through item-level Content Validity Ratio (CVR) and Content Validity Index (CVI). Concurrent validity was examined via Pearson’s correlation with the Gómez Self-Regulation Questionnaire. Construct validity was evaluated using the Kaiser–Meyer–Olkin index, Bartlett’s test of sphericity, exploratory factor analysis (principal component analysis with Varimax rotation), and confirmatory factor analysis (CFA) in LISREL. Reliability was examined using Cronbach’s alpha, split-half analysis, and Guttman’s Lambda coefficients.
Results: CVR and CVI values for the 30 items ranged from 0.83 to 0.96, indicating strong content validity. Pearson’s correlation between the ASRS and the Gómez questionnaire was r = 0.81 (p < 0.001), supporting concurrent validity. Exploratory factor analysis identified five factors explaining 72.01% of total variance. CFA demonstrated acceptable fit indices, confirming the five-factor model. Internal consistency was high, with overall Cronbach’s alpha of 0.918 and subscale alphas ranging from 0.820 to 0.933. Split-half reliability showed α = 0.906 (first half) and 0.869 (second half), while Spearman–Brown and Guttman’s Lambda coefficients ranged from 0.675 to 0.960.
Conclusions: The ASRS demonstrates strong validity and reliability among Bandar Abbas university students and is appropriate for assessing self-regulation in this population. Further longitudinal and cross-cultural studies using complementary assessment methods are recommended to enhance generalizability and reduce self-report bias.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/04/12 | Accepted: 2025/07/6 | Published: 2025/12/1
Received: 2025/04/12 | Accepted: 2025/07/6 | Published: 2025/12/1
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