Derwin Chan Research

In-Lecture Academic Self-Regulation Questionnaire

In-Lecture Academic Self-Regulation Questionnaire is designed to measure the motivation behind students’ learning behaviours during the lecture. The two locus of causality orientations, autonomous motivation and controlled motivation, are included according to conceptualisation of Self-Determination Theory (Deci & Ryan, 1985). The original items were developed by (Black & Deci, 2000), but in this version, the items have been adapted for measuring University/ college students’ motivation of learning in the lecture. English, Chinese, and Pakistan version have been tested in a recent cross-cultural study by Chan and coworkers (2015 – see full reference at the bottom of the page, and update the reference when citing the work).

Instruction: The following questions are related to why you do things in the lecture. Please respond to the questions by the 7 point scales below.

		Strongly Disagree					Strongly Agree
1	I have to take notes and to listen attentively in lectures because I want the other students to think I’m smart.	1	2	3	4	5		6	7
2	I try to take notes and to listen attentively in lectures because I feel ashamed of myself when I don’t try.	1	2	3	4	5		6	7
3	I try to take notes and to listen attentively in the lectures because I enjoy learning.	1	2	3	4	5		6	7
4	I try to take notes and to listen attentively in lectures because that’s what I’m supposed to do.	1	2	3	4	5		6	7
5	I try to take notes and to listen attentively in lectures to learn more knowledge.	1	2	3	4	5		6	7
6	I try to take notes and to listen attentively in lectures because it’s fun to learn.	1	2	3	4	5		6	7
7	I try to take notes and to listen attentively in lectures because I want to understand the subject more deeply.	1	2	3	4	5		6	7
8	I try to take notes and to listen attentively in lectures because I want the lecturer to approve of me.	1	2	3	4	5		6	7
9	I try to do well during the lecture because that’s what I’m supposed to do.	1	2	3	4	5		6	7
10	I try to do well during the lecture so my lecturer will think I’m a good student.	1	2	3	4	5		6	7
11	I try to do well during the lecture because I enjoy doing my school work well.	1	2	3	4	5		6	7
12	I try to do well during the lecture because I will get in trouble if I don’t do well.	1	2	3	4	5		6	7
13	I try to do well during the lecture because I’ll feel really bad about myself if I don’t do well.	1	2	3	4	5		6	7
14	I try to do well during the lecture because it’s important to me to try to do well in school.	1	2	3	4	5		6	7
15	I try to do well during the lecture because I will feel really proud of myself if I do well.	1	2	3	4	5		6	7
16	I try to do well during the lecture because I might get a reward if I do well.	1	2	3	4	5		6	7

Scoring key: Autonomous motivation (3, 5, 6, 7, 11, 14), Controlled motivation (1, 2, 4, 8, 9, 10, 12, 13, 15, 16).

In-Lecture Academic Self-Regulation Questionnaire (Simplified Chinese Version)

请阅读每一项关于你上课时候的陈述，然后圈出最能代表您的想法的数字。请注意，每一句陈述并没有对或错，请按您自己的感受作出回答。

你为何要在上课的时候留心倾听和做笔记？

		完全不同意					完全同意
1	我要在上课的时候留心倾听和做笔记，是因为我希望其他同学觉得我很聪明。	1	2	3	4	5		6	7
2	我要在上课的时候留心倾听和做笔记，是因为如果不尝试的话我觉得自己很羞愧。	1	2	3	4	5		6	7
3	我要在上课的时候留心倾听和做笔记，是因为我享受学习。	1	2	3	4	5		6	7
4	我要在上课的时候留心倾听和做笔记，是因为这是我应该做的。	1	2	3	4	5		6	7
5	我要在上课的时候留心倾听和做笔记，是因为我想学到更多的知识。	1	2	3	4	5		6	7
6	我要在上课的时候留心倾听和做笔记，是因为学习是有趣的。	1	2	3	4	5		6	7
7	我要在上课的时候留心倾听和做笔记，是因为我想更深的了解这个科目。	1	2	3	4	5		6	7
8	我要在上课的时候留心倾听和做笔记，是因为我想得到老师的认可。	1	2	3	4	5		6	7
9	我要在上课的时候留心倾听和做笔记，是因为这是我应该做的。	1	2	3	4	5		6	7
10	我要在上课的时候留心倾听和做笔记，是因为老师会认为我是一个好学生。	1	2	3	4	5		6	7
11	我要在上课的时候留心倾听和做笔记，是因为我喜欢做好学校的功课。	1	2	3	4	5		6	7
12	我要在上课的时候留心倾听和做笔记，是因为做的不好的话我会遇到麻烦的。	1	2	3	4	5		6	7
13	我要在上课的时候留心倾听和做笔记，是因为如果不认真，我会感觉很糟糕。	1	2	3	4	5		6	7
14	我要在上课的时候留心倾听和做笔记，是因为在学校里表现好对我来说是很重要的。	1	2	3	4	5		6	7
15	我要在上课的时候留心倾听和做笔记，是因为我会因此，而为自己感到骄傲。	1	2	3	4	5		6	7
16	我要在上课的时候留心倾听和做笔记，是因为表现好可能会有奖励的。	1	2	3	4	5		6	7

Citation:

Chan, D. K. C., Yang, S. X., Hamamura, T., Sultan, S., Xing, S., Chatzisarantis, N. L. D., & Hagger, M. S. (2015). In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan. Motivation and Emotion, 39(6), 908-925. doi: 10.1007/s11031-015-9506-x

After-Lecture Academic Self-Regulation Questionnaire

After-Lecture Academic Self-Regulation Questionnaire is designed to measure the motivation behind students’ self-learning behaviours (e.g., homework, revision) during after-lecture period (e.g., home or leisure-time). The two locus of causality orientations, autonomous motivation and controlled motivation, are included according to conceptualisation of Self-Determination Theory (Deci & Ryan, 1985). The original items were developed by (Black & Deci, 2000), but in this version, the items have been adapted for measuring University/ college students’ motivation of self-learning behaviours after lectures. English, Chinese, and Pakistan version have been tested in a recent cross-cultural study by Chan and coworkers (2015 – see full reference at the bottom of the page, and update the reference when citing the work).

Instruction: The following questions are related to why you do things. Please respond to the questions by the 7 point scales below.

		Strongly Disagree					Strongly Agree
1	I revise and study the subject after lectures because I want the teacher to think I’m a good student.	1	2	3	4	5		6	7
2	I revise and study the subject after lectures because I’ll get in trouble if I don’t.	1	2	3	4	5		6	7
3	I revise and study the subject after lectures because it’s fun.	1	2	3	4	5		6	7
4	I revise and study the subject after lectures because I will feel bad about myself if I don’t.	1	2	3	4	5		6	7
5	I revise and study the subject after lectures because I want to understand the subject more deeply.	1	2	3	4	5		6	7
6	I revise and study the subject after lectures because that’s what I’m supposed to do.	1	2	3	4	5		6	7
7	I revise and study the subject after lectures because I enjoy doing it.	1	2	3	4	5		6	7
8	I revise and study the subject after lectures it’s important to me to do it.	1	2	3	4	5		6	7
9	I work on my coursework after lectures so that the lecturer won’t disapprove of me.	1	2	3	4	5		6	7
10	I work on my coursework after lectures because I want the lecturer to think I’m a good student.	1	2	3	4	5		6	7
11	I work on my coursework after lectures because I want to learn new things.	1	2	3	4	5		6	7
12	I work on my coursework after lectures because I’ll be ashamed of myself if it didn’t get done.	1	2	3	4	5		6	7
13	I work on my coursework after lectures because it’s enjoyable.	1	2	3	4	5		6	7
14	I work on my coursework after lectures because that’s the rule.	1	2	3	4	5		6	7
15	I work on my coursework after lectures because I enjoy doing my coursework.	1	2	3	4	5		6	7
16	I work on my coursework after lectures because it’s important to me to work on my coursework.	1	2	3	4	5		6	7

Scoring: Autonomous motivation (3, 5, 7, 8, 11, 13, 15, 16), Controlled motivation (1, 2, 4, 6, 9, 10, 12, 14).

After-Lecture Academic Self-Regulation Questionnaire (Simplified Version)

你为何在课后温习功课？

请阅读每一项关于你在课后温习功课时候的陈述，然后圈出最能代表您的想法的数字。请注意，每一句陈述并没有对或错，请按您自己的感受作出回答。

		完全不同意					完全同意
1	我在课后温习功课，是因为我想老师觉得我是一个好学生。	1	2	3	4	5		6	7
2	我在课后温习功课，是因为我不这样做便会有麻烦。	1	2	3	4	5		6	7
3	我在课后温习功课，是因为这是有乐趣的。	1	2	3	4	5		6	7
4	我在课后温习功课，是因为不这样做的话我便会感觉很糟糕。	1	2	3	4	5		6	7
5	我在课后温习功课，是因为我想更深的了解这个学科。	1	2	3	4	5		6	7
6	我在课后温习功课，是因为这是我该做的。	1	2	3	4	5		6	7
7	我在课后温习功课，是因为这是我享受的。	1	2	3	4	5		6	7
8	我在课后温习功课，是因为这是一个对我很重要的事。	1	2	3	4	5		6	7
9	我在课后温习功课，是因为老师不会不认可我。	1	2	3	4	5		6	7
10	我在课后温习功课，是因为我想老师觉得我是一个好学生。	1	2	3	4	5		6	7
11	我在课后温习功课，是因为我想学到新的东西。	1	2	3	4	5		6	7
12	我在课后温习功课，是因为不完成它我便会感到自责。	1	2	3	4	5		6	7
13	我在课后温习功课，是因为这是愉快的。	1	2	3	4	5		6	7
14	我在课后温习功课，是因为这是规则。	1	2	3	4	5		6	7
15	我在课后温习功课，是因为我享受做功课。	1	2	3	4	5		6	7
16	我在课后温习功课，是因为做学科上的事对我是很重要的。	1	2	3	4	5		6	7

Citation:

Chan, D. K. C., Yang, S. X., Hamamura, T., Sultan, S., Xing, S., Chatzisarantis, N. L. D., & Hagger, M. S. (2015). In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan. Motivation and Emotion, 39(6), 908-925. doi: 10.1007/s11031-015-9506-x

Academic self regulation questionnaire

for in-lecture and after-lecture learning

Derwin Chan Research

For In-Lecture Learning

For After-Lecture Learning

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