Comparing self-regulation strategies among adult learners from Poland, Serbia, Slovakia, and the Czech Republic

Abstract

An active and constructive process whereby individuals possess the ability to develop, implement, and flexibly maintain planned behavior in order to achieve a desired achievement goal is referred to as self-regulation. The aim of the present study is to examine the factorial structure and psychometric properties of the Self-Regulation Questionnaire, validated in the Czech educational context (SRQ-CZ). The other target is to identify any usage of self-regulation strategies which may differ as nationality, gender, age, education, and internal motivation to learn come into play. A total of 1,711 adult learners from Poland, Serbia, Slovakia, and the Czech Republic who were enrolled in a formal secondary or higher education system pursuing professions in the field of humanities, social and health care sciences participated in this study. A measurement-invariant four-factor model was obtained across all countries (min. CFI, TLI = 0.918, and 0.902, max. RMSEA = 0.059; ω between 0.625 and 0.838, and Cronbach’s α between 0.622 and 0.837), including the Impulse Control, Goal Orientation, Self-Direction, and Decision Making subscales. Generally, the study confirmed a gradual increase in scores that measure positive self-regulatory qualities (Goal Orientation and Decision Making) and a decrease in unfavorable self-regulatory qualities (Impulse Control and Self-Direction) with higher age, education, and motivation, with no gender differences reported within countries. Moreover, scores on Goal Orientation and Decision Making dominated between countries. In conclusion, the SRQ-CZ demonstrated its suitability for cross-national comparisons, and personal characteristics appear to be important factors that distinguish those with high and low self-regulation.