Related Experiment Video
Updated: Apr 11, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q)
Jesús Alonso-Tapia1, Ernesto Panadero Calderón2, Miguel A Díaz Ruiz1
1Universidad Autónoma de Madrid (Spain).
Abstract:
This study has two objectives, first, to develop and validate the "Emotion and Motivation Self-regulation Questionnaire" (EMSR-Q), and second, to analyze (in the context of the questionnaire validation process) the relationships between self-regulation styles (SRS) rooted in goal orientations, and classroom motivational climate (CMC). A total of 664 Secondary Education students from Madrid (Spain) formed the sample of the study. It was divided randomly in two groups to perform confirmatory factor analysis and to cross-validate the results. Both analyses supported a five first-order factor structure, organized around two second-order factors, "Learning self-regulation style" (LSR) and "Avoidance self-regulation style" (ASR): (χ 2 /df = 2.71; GFI = .89; IFI = .84; CFI = .84; RMSEA = .07). Hypotheses concerning the relationships between SRS, goal orientations and expectancies are supported by additional correlation and factor analyses. Moreover, several regression analyses supported for the most part of the remaining hypotheses concerning the role of self-regulation styles as predictors of classroom motivational climate (CMC) perception, of change in self-regulation attributed to teacher work, and of students' satisfaction with this same work. Theoretical and practical implications are discussed.
Related Concept Videos
Self-Regulation
Self-Report Tests of Personality
Self-Evaluation Maintenance Model
Strategies of Self-Presentation III: Self-Monitoring
Self-Evaluation: Self-Enhancement and Self-Verification
Socioemotional Development during Infancy
Primary Temperament Types

