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

Tynke Toering, Marije T. Elferink-Gemser, Laura Jonker, Marieke J.G. van Heuvelen, Chris Visscher

Research output: Contribution to journalArticleAcademicpeer-review

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. © 2012 International Society of Sport Psychology.
Original languageEnglish
Pages (from-to)24-38
Number of pages15
JournalInternational Journal of Sport & Exercise Psychology
Volume10
Issue number1
DOIs
Publication statusPublished - 1 Mar 2012
Externally publishedYes

Keywords

  • self-regulation
  • learning
  • adolescent
  • questionnaire
  • confirmatory factor analysis
  • internal consistency
  • test-retest reliability

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