The construct validity of the polish self-regulation questionnaire – learning (srq-l)

The content of this article focuses on the construct validity of the Polish Self-Regulation Questionnaire-Learning (SRQ-L). The assessment of students' level of self-regulation can be a powerful tool in enhancing and understanding students' functioning in the school environment. Theoretical consideration is based on the Theory of Self-Regulation by Deci & Ryan. The aim of the present study is to adapt, validate and determine the psychometric properties of the SRQ-L on a Polish student sample, consisting of 200 teenagers, ages 14–17 from middle schools. First, the translation-back-translation method was used to ensure the linguistic equivalence of the Polish questionnaire. Second, Alpha Cronbach's coefficient was used to determine the level of reliability of individual variables. Third, Pearson's correlation coefficient was used to recognise whether there is statistically significant correlation between variables. Then, analysis of variance (ANOVA) was used to check if there is a statistically significant difference between more than two groups of variables. The Polish SRQ-L showed good internal consistency for two subscales, internal regulation: α = 0.73 and external regulation: α = 0.55. In summary, the Polish SRQ-L is a reliable and valid self-report instrument for the assessment of the level of self-regulation within the school environment.