2012;10:24-38. doi: 10.1080/1612197X.2012.645132.
Measuring self-regulation in a learning context: Reliability and validity of the Self- Regulation of Learning Self-Report Scale (SRL-SRS).
International Journal of Sport and Exercise Psychology
Tynke Toering, Marije T Elferink-Gemser, Laura Jonker, Marieke J G van Heuvelen, Chris Visscher
UIID-EM: 83
Bookshelf ID: 2012-06601-003 DOI: 10.1080/1612197X.2012.645132
Abstract
Self-regulation of learning has been suggested to refer to self-directed processes that help individuals learn more effectively. No instrument is available to date examining self-regulation of learning as a relatively stable individual attribute. Therefore, based on Zimmerman's self-regulated learning theory, we composed the Self-Regulation of Learning Self-Report Scale (SRL-SRS), which comprises six subscales: planning, self-monitoring, evaluation, reflection, effort and self-efficacy. This study examined the reliability and validity of the SRL-SRS. Two confirmatory factor analyses were conducted involving 601 and 600 adolescents aged 11 to 17 years (M age = 13.9, SD = 1.3). The first confirmatory factor analysis revealed that an adjusted six-factor model described the observed data and content of factors best, which was cross-validated in the second sample of adolescents. The relative and absolute test-retest reliability was satisfactory. In conclusion, this study showed that the SRL-SRS is a reliable instrument, and supported its content and construct validity. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)
Keywords: self-regulation; Self-Regulation of Learning Self-Report Scale; adolescents; Self Regulated Learning; Scaling (Testing); Scoring (Testing); Testing; Testing Methods
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