The Adolescent Self-Regulatory Inventory (ASRI)
					Adaptation to Portuguese Context

Dias, Paulo César; del Castillo, José António Garcia; Moilanen, Kristin L.

doi:10.1590/1982-43272458201403

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Articles • Paidéia (Ribeirão Preto) 24 (58) • May-August 2014 • https://doi.org/10.1590/1982-43272458201403 copy

The Adolescent Self-Regulatory Inventory (ASRI) Adaptation to Portuguese Context¹ 1 Paper derived from doctoral dissertation of the first author under the advisory of the second author in the Graduate Program of Health Psychology at the Universidad Miguel Hernández, Spain.

Adaptação do Inventário de Autorregulação na Adolescência Para o Contexto Português

Adaptación del Inventario de Autorregulación en la Adolescencia Para el Contexto Portugués

Authorship SCIMAGO INSTITUTIONS RANKINGS

In this study we present the results of the adaptation of the Adolescent Self-Regulatory Inventory (ASRI) to Portugal. The measure was used with two samples of high school students to which ASRI was administered with Self-Regulation Scale as control measure. In the first study the measures were administered to 823 adolescents and the construct validity analysis was assessed with exploratory factor analysis. The results allow us to find an adequate structure with proper psychometric properties, in their construct and content validity, and reliability. A second study involved 435 adolescents, being tested three models using confirmatory factor analyses. The final version of the ASRI-2 presents an acceptable fit of the data in construct and concurrent validity, given its moderate or high correlation with academic success and substance use. The implications of this new approach to the self-regulation study are discussed and directions to further studies are suggested.

self-regulation; adolescence; adjustment; psychometrics

		1	2
1	ASRI – Short-term	-
2	ASRI – Long-term	.28**	-
3	SRS	.40**	.58**

Item Text	Factor Loadings
Item Text	Short-Term	Long-Term
I give up when things take longer than I’d planned.		.51
I lose items if I don’t put them away immediately after using them.	.51
If something isn’t going according to my plans, I change my actions to try and reach my goal.		.44
I give up on my homework if I don’t understand it.	.92
I can find ways to make myself study even when my friends want to go out.		.86
I turn in my homework on time.		.85
When I’m bored I fidget or can’t sit still.	.42
I stop to think about the short-term consequences of my words and actions.	.41
I procrastinate on small tasks.	.78
Little problems detract me from my long-term plans.	.58
I do unexpected things without thinking of the long-term consequences.	1.00
I forget about whatever else I need to do when I’m doing something really fun.	.96
During a dull class, I have trouble forcing myself to start paying attention.	.63
I find ways to occupy my mind when I’m stuck in line behind slow people.		.22
If there are other things going on around me, I find it hard to keep my attention focused on whatever I’m doing.	.69
I never know how much more work I have to do.	.88
After an interruption, I don’t have any problem resuming my concentrated style of working.	.58
It’s hard to start making plans to deal with a big project or problem, especially when I’m feeling stressed.	.62
I can’t get started if I’m not interested.	.67
I can stay focused on my work even when it’s dull.		.67
I can stop myself from doing things like throwing objects when I’m mad.		.53
I miss important deadlines because I’m disorganized.		.99
I work carefully when I know something will be tricky.		.74
I am usually aware of my feelings before I let them out.		.55
I am usually aware of my feelings before I let them out.		.55
I overreact to small problems.	.53
In class, I can concentrate on my work even if my friends are talking.		.56
When I’m excited about reaching a goal (e.g., getting my driver’s license, going to college), it’s easy to start working toward it.		.69
I can find a way to stick with my plans and goals, even when it’s tough.		.79
I can slow myself down when I want to.	.41
When I have a big project, I can keep working on it.		.81
I get carried away emotionally when I get excited about something.	.21
I can resist doing something when I know I shouldn’t do it.		.64
I procrastinate when starting big projects.		.81
I keep track of my homework so I won’t forget to do it.		1.00
I keep track of my performance in school throughout the semester.		.83
I don’t allow anything to distract me from my daily plan of action.	.37
I try the same approach over and over even when it does not work (I get stuck).		.40
I like to act on a whim.		.61
I obey my parents or teachers when they tell me not to do something.		.66
I neglect my responsibilities (e.g., homework, chores) when I’m having fun.		.66
Somebody else has to help me get started on complicated tasks.		.65
I lose enthusiasm when things get tough.		.44
I can’t think more than one step ahead on any task.	.37

		1	2	3	4	5	6	7	8	9	10	11
1	ASRI – Short-term
2	ASRI – Long-term	.59**
3	SRS	.59**	.56**
4	Hours of study at home	.23**	.42**	.25**
5	Math grade	.15**	.25**	.24**	.19**
6	Portuguese grade	.15**	.36**	.25**	.28**	.62**
7	Actually do you use any substance?	.10*	.19**	.04	.06	.12*	.15**
8	Actually do you drink regularly?	.12*	.19**	.10*	.08	.17**	.18**	.51**
9	Actually you smoke regularly?	.05	.20**	.04	.05	.08	.11*	.86**	.33**
10	In the previous month how many cigarettes you smoke per day?	-.10	-.24**	-.13**	-.10*	-.16**	-.16**	-.45**	-.68**	-.34**
11	In the previous month how many days you drink alcohol?	-.12*	-.24**	-.11*	-.01	-.07	-.01	-.44**	-.24**	-.49**	.45**
12	How many times you get drunk in previous month?	-.16**	-.30**	-.18**	-.10*	-.12*	-.14**	-.41**	-.30**	-.45**	.42**	.57**

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Paulo César Dias. Faculdade de Filosofia, Praça da Faculdade, 1, 4710-297. Braga, Portugal. E-mail: pcdias@braga.ucp.pt

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The Adolescent Self-Regulatory Inventory (ASRI) Adaptation to Portuguese Context1 1 Paper derived from doctoral dissertation of the first author under the advisory of the second author in the Graduate Program of Health Psychology at the Universidad Miguel Hernández, Spain.

Adaptação do Inventário de Autorregulação na Adolescência Para o Contexto Português

Adaptación del Inventario de Autorregulación en la Adolescencia Para el Contexto Portugués

The Adolescent Self-Regulatory Inventory (ASRI) Adaptation to Portuguese Context¹ 1 Paper derived from doctoral dissertation of the first author under the advisory of the second author in the Graduate Program of Health Psychology at the Universidad Miguel Hernández, Spain.