Psychometric properties of the Chinese version of the Self-Regulation Scale (C-SRS) were examined in a sample of 1,458 third- to eighth-grade students in China. Children completed self-reports of self-regulation, loneliness, depression, and self-esteem, and teachers rated children’s school adjustment. Results showed a stable three-factor model that demonstrated a reasonable fit to the C-SRS items, and the scale demonstrated adequate internal consistency, reliability, and convergent validity. Results of measurement invariance tests indicated metric and scalar invariance across gender and grade. Findings from this study suggest that the C-SRS can be used with Chinese primary and junior high school students.

Additional Metadata
Keywords Chinese children, scale adaption, Self-Regulation Scale, validity
Persistent URL dx.doi.org/10.1177/0734282915622853
Journal Journal of Psychoeducational Assessment
Citation
Zhou, Y. (Ying), Bullock, A. (Amanda), Liu, J. (Junsheng), Fu, R. (Rui), Coplan, R, & Cheah, C.S.L. (Charissa S. L.). (2016). Validation of the Self-Regulation Scale in Chinese Children. Journal of Psychoeducational Assessment, 34(6), 589–594. doi:10.1177/0734282915622853