Investigating Regulatory Focus Questionnaire in Chinese Undergraduate Students

Abstract

Motivation shapes students' cognition (instrumental or integrated goals), behavior (intended effort), and emotions (e.g., sadness or joy). These aspects are directed by two important and universal motivation systems: promotion and prevention. The two motivation constructs, measured by Regulatory focus questionnaire (RFQ), have been validated by samples (university students in US and high school students in New Zealand) in English speaking countries. However, it is yet to know whether the reliability and validity of the two constructs apply to a sample from the Eastern culture (e.g., China) and respond to the questionnaire in a different language (i.e., Chinese). To bridge the gap, this study analyzes data collected from a sample of Chinese undergraduate students who respond to a Chinese version of RFQ. Results showed that minor changes to the original questionnaire were necessary and appropriate for ensuring the validity and reliability of the measure when applying this questionnaire to this population.