Measuring self-regulation in a learning context: Reliability and validity of the Self-Regulation of Learning Self-Report Scale (SRL-SRS)

Toering, Tynke orcid iconORCID: 0000-0003-2411-2755, Elferink-Gemser, Marije, Jonker, Laura, Van Heuvelen, Marieke and Visscher, Chris (2012) 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, 10 (1). pp. 24-38. ISSN 1612-197X

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Official URL: https://doi.org/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 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 = 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.


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