A Systematic Review of the Self-Regulation Strategy Inventory (SRSI): Uses, Applications and Psychometric Characteristics

Abstract

The primary purpose of this study was to systematically review the literature regarding the use of the Self-Regulated Strategy Inventory (SRSI) across school populations, school contexts and content areas, and cultures. A total of 36 studies were identified that have utilized the self-report, teacher, or parent version of the SRSI, although the student self-report version has been used most frequently (i.e., 94% of studies). The SRSI has also been used exclusively in school contexts, with a primary focus on mathematics and science content areas. Importantly, the SRSI has been administered in ten countries and translated into five languages. There is also strong evidence supporting the internal consistency reliability for the different versions of the SRSI at the total score and subscale level. In terms of validity, the SRSI correlates positively with other aptitude measures (i.e., broad assessments of SRL that typically rely on retrospective reports) but not with event measures of SRL (i.e., contextualized assessments of SRL during specific tasks). Implications and areas for future research are emphasized and discussed.

Impact Statement

This systematic review examined the use and application of the Self-Regulation Strategy Inventory (SRSI) in school contexts and evidence to support its reliability and validity. Key findings were that the SRSI has been applied across a broad range of academic content areas as well as diverse cultures and languages, with strong evidence to support the internal consistency reliability of scores and validity of inferences regarding its use as an aptitude measure of student self-regulated learning.

Keywords:

• assessment
• social–emotional
• assessment
• school engagement
• self-concept

Associate Editor:

• Tyler Renshaw

Additional information

Notes on contributors

Timothy Cleary

Timothy J. Cleary, PhD, is Professor and Chair of Department of School Psychology in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. His primary research interests include the development and application of self-regulated learning (SRL) and motivation assessment and intervention practices across academic, athletic, medical, and clinical contexts. He has published extensively on SRL-related issues and practices and has received extensive extramural grant funding from the National Science Foundation (NSF), Institute of Education Sciences (IES), Department of Education’s Fund for the Improvement of Postsecondary Education, Spencer Foundation, and others. Dr. Cleary currently teaches doctoral courses in learning theory, academic interventions, and statistics.

Rui Zhang

Rui Zhang, MS, is a third-year School Psychology doctoral student at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. Ms. Zhang is interested in developing and researching the use of executive function assessment tools with children and adolescents with developmental and academic challenges.

Michelle R. Russo

Michelle R. Russo, PsyM, is a fourth-year School Psychology doctoral student in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. She has a burgeoning interest in the development and evaluation of self-regulated learning (SRL) assessment tools. Ms. Russo has been involved in several projects aiming to enhance SRL assessment-to-intervention practices in schools and is currently on her doctoral internship at a school for twice exceptional children.

Jacqueline Slemp

Jacqueline Slemp, PsyD, is a pediatric neuropsychologist at Horizon Neuropsychological Services in Boulder, CO. Dr. Slemp predominantly works with children and adolescents with neurodevelopmental disorders, acquired injuries, and medical conditions. In addition to her clinical work, interests include self-regulated learning, motivation, and reading and language development. Dr. Slemp is passionate about understanding the myriad of factors and contexts that impact student learning and social-emotional development.