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Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Self-Regulations for Educators Questionnaire (SREQ) for implementation programming.

Spyridoula Vazou1, Yang Bai2, Gabriella M McLoughlin1

  • 1Department of Kinesiology, Iowa State University, Ames, IA, USA.

Translational Behavioral Medicine
|September 24, 2020
PubMed
Summary
This summary is machine-generated.

Teachers' motivation to adopt school wellness programs was assessed using the Self-Regulations for Educators Questionnaire (SREQ). Autonomous motivation positively influenced engagement and effectiveness, while controlled motivation impacted specific program activities.

Keywords:
MotivationScale developmentSchoolSelf-determination theoryTeachersWellness

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Area of Science:

  • Educational Psychology
  • Health Promotion
  • Measurement in Education

Background:

  • Evidence-based program adoption hinges on stakeholder motivation.
  • Teacher motivation is crucial for sustainable impact in school settings.
  • Understanding motivations for adopting school wellness programs is key.

Purpose of the Study:

  • Develop and validate the Self-Regulations for Educators Questionnaire (SREQ).
  • Measure teachers' autonomous and controlled motivation for adopting evidence-based programming.
  • Assess the psychometric properties of the SREQ for implementation research.

Main Methods:

  • Naturalistic design using the NFL PLAY60 FitnessGram Partnership Project.
  • 1,106 teachers completed the SREQ online.
  • Exploratory/confirmatory factor analysis and structural equation modeling (SEM) for validity and reliability.

Main Results:

  • The SREQ confirmed a two-factor structure for autonomous and controlled motivation.
  • Both motivation factors demonstrated good internal reliability.
  • Autonomous motivation predicted higher engagement and effectiveness; controlled motivation predicted specific activity completion.

Conclusions:

  • The SREQ is a psychometrically sound instrument for assessing teacher motivation.
  • The findings support the use of SREQ in examining provider motivation for evidence-based practices.
  • Understanding distinct motivational factors can enhance program implementation and sustainability.