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

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.

Keywords:

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