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 selfregulation 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 (Mage ¼ 13.9, SD ¼ 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.
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.
| Original language | English |
|---|---|
| Pages (from-to) | 24-38 |
| Number of pages | 16 |
| Journal | International Journal of Sport and Exercise Psychology |
| Volume | 10 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2012 |
Keywords
- self-regulation; learning; adolescent; questionnaire; confirmatory factor analysis; internal consistency; test-retest reliability