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Abstract
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.
Keywords Self-Regulation Scale, Chinese children, validity, scale adaption
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