Academic self-regulation plays a crucial role in student achievement and talent development, yet culturally valid measures for Arabic-speaking populations remain limited. This study developed and validated an Arabic version of the Academic Self-Regulation Questionnaire (SRQ-A) and examined motivational patterns among middle school students. The original SRQ-A was translated using rigorous back-translation procedures and administered to 526 Arab students (Grades 7–9). Exploratory factor analysis on half the sample (n = 263) revealed a four-factor structure, confirmed by confirmatory factor analysis on the other half with excellent fit indices (CFI = .987, TLI = .986, RMSEA = .028, SRMR = .042). Internal consistency was strong (α = .943–.957, CR = .953–.963), and validity was established via correlations and heterotrait-monotrait ratio. K-means analysis identified four profiles: Autonomous Regulators (22.6%), High Engagers (25.1%), Moderate Regulators (20.9%), and Controlled Regulators (31.4%). Latent mean comparisons revealed female students exhibited significantly higher introjected regulation, and intrinsic motivation declined significantly across grades for all students. Findings support talent development and culturally responsive practices.

العنوان

Journal of Advanced Academics

الناشر

Sage

بلد الناشر

الولايات المتحدة الأمريكية

Indexing

Scopus

معامل التأثير

1,2

نوع المنشور

إلكتروني فقط

المجلد

--

السنة

2026

الصفحات

1-44