Development and Validation of an Arabic Version of Academic Self-Regulation Questionnaire: Implications for Advanced Academic Programming

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.