Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Original article    |    Open Access
Educational Policy Analysis and Strategic Research 2018, Vol. 13(4) 108-123

Self Regulated Learning Questionnaire: Reliability and Validity Study

Eda Öz & Halime Şenay Şen

pp. 108 - 123   |  DOI: https://doi.org/10.29329/epasr.2018.178.6

Publish Date: December 28, 2018  |   Number of Views: 1648  |  Number of Download: 2896

PDF Download

Abstract

The research was carried out to develop a measurement tool for measuring self-regulated learning skills of secondary school students. For this purpose, the validity and reliability study of the “Self-Regulation Learning Questionnaire” was conducted on 688 students who studied in different classes in the middle school (fifth, sixth, seventh, eighth grade) and selected by random sampling method. As a result of the exploratory factor analysis conducted to ensure the construct validity of the scale, a five-factor structure consisting of 39 items was obtained. These factors are “1. Studying Method, 2. Self Evaluation, 3. Receiving Support, 4. Time Management and Planning, 5. Seeking Information”. The Cronbacheris Alpha value of the scale was .94. Confirmatory factor analysis (CFA), which was conducted to test whether the five-factor structure of the scale was consistent with the previously defined factor structure, supports the structure obtained. These results show that the Self-Regulated Learning Questionnaire  is an appropriate tool for the measurement of self regulated learning skills of secondary school students.

Keywords: Self Regulated Learning, Self Regulated Learning Questionnaire, Secondary School Students, Likert Scale, Statistical Analysis

How to Cite this Article?

APA 7th edition
Oz, E., & Sen, H.S. (2018). Self Regulated Learning Questionnaire: Reliability and Validity Study. Educational Policy Analysis and Strategic Research, 13(4), 108-123. https://doi.org/10.29329/epasr.2018.178.6

Harvard
Oz, E. and Sen, H. (2018). Self Regulated Learning Questionnaire: Reliability and Validity Study. Educational Policy Analysis and Strategic Research, 13(4), pp. 108-123.

Chicago 16th edition
Oz, Eda and Halime Senay Sen (2018). "Self Regulated Learning Questionnaire: Reliability and Validity Study". Educational Policy Analysis and Strategic Research 13 (4):108-123. https://doi.org/10.29329/epasr.2018.178.6

References
  1. Arslan, S., & Gelişli, Y. (2015). Algılanan Öz-Düzenleme Ölçeği'nin geliştirilmesi geçerlik ve güvenirlik çalışması. Sakarya UniversityJournal of Education, 5(3), 67-74. [Google Scholar]
  2. Aydın, R., Ömür, Y.E., & Argon T., (2014). Öğretmen adaylarının öz yeterlik algıları ile akademik alanda arzularını erteleme düzeylerine yönelik görüşleri. Journal of Educational Sciences,40,1-12. [Google Scholar]
  3. Biemiller, A.,Shany, M., Inglis, A., &Meichenbaum, D. (1998). Factor sinfluencing children’s acquisition and demonstration of self-regulation on academictasks. In D. H. Schunk& B. J. Zimmerman (Eds.), Self-regulated learning. From teachingto self-reflective practice (pp. 203–224). New York: Guilford. [Google Scholar]
  4. Bronson, M. B. (2000). Supporting self-regulation in primaryschoolchildren. In M. B. Bronson (Ed.), Self-regulation in early childhood (pp. 221–242). New York: Guilford. [Google Scholar]
  5. Brown, J. M., Miller, W. R. &Lawendowski, L. A. (1999). The Self-Regulation Questionnaire. In L. Vande Creekand T. L. Jackson (Eds.), Innovations in ClinicalPractice: A Source Book (pp. 281-289). Sarasota, FL: Professional Resource Press. [Google Scholar]
  6. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (7. Baskı). Ankara: Pegem Akademi Yayınları. [Google Scholar]
  7. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel araştırma yöntemleri , Ankara, Pegem Yayınları. [Google Scholar]
  8. Cheng, C. K. (2011). The Role of Self-regulated Learning in Enhancing Learning Performance. The International Journalof esearchandReview, 6 (1), 1-16. [Google Scholar]
  9. Chung, M. (2000). Thedevelopment of self-regulated learning. Asia Pacific EducationReview, 1(1), 55–66. [Google Scholar]
  10. Çokluk Ö, Şekercioğlu, G, & Büyüköztürk Ş., (2010): Sosyal Bilimler İçin Çok Değişkenli İstatistik  ve LISREL Uygulamaları, I.  Baskı: Pegem Akademi, Ayrıntı Matbaası. Ankara. [Google Scholar]
  11. Çokluk Ö., Şekercioğlu G., Büyüköztürk (2012). Sosyal Bilimler İçin Çok Değişkenli İstatistik: SPSS ve LISREL Uygulamaları. Ankara: Pegem Yayınevi. [Google Scholar]
  12. Corno, L. (1989). Self-regulated learning: A volitional analysis. In Self-regulated learning and academic achievement(pp. 111-141). Springer New York. [Google Scholar]
  13. Eom, W. &Reiser, R.A., (2000). TheEffects of Self-Regulation and Instructional Control on Performance and Motivation in Computer-based Instruction. International Journal of Instructional Media, 27(3), 247-60.  [Google Scholar]
  14. Eryılmaz, A.,&Mammadov, M. (2016). Development of the flowstate scale in Mathematic lesson. Journal of Theory and Practice in Education, 12(4), 879-890. [Google Scholar]
  15. Haşlaman, T., Aşkar P. (2015). The measures of students’ self-regulated learning and teachers’ supportive self-regulated learning behaviors. Hacettepe University Journal of Education, 30(1),106-121. [Google Scholar]
  16. Zhao, Hong &Chen, Li., (2016). "How Can Self-regulated Learning Be Supported in E-learning 2.0 Environment: a Comparative Study,"Journal of Educational Technology Development and Exchange (JETDE): Vol. 9: Iss. 2 ,Article 1. [Google Scholar]
  17. Hutcheson, G., &Sofroniou, N., (1999).The Multivariate Social Scientist: Introductory Statistics Using Generalized Linear Models. Sage Publication, Thousand Oaks, CA. [Google Scholar]
  18. Jöreskog, K.G., &Sörbom, D., (1986). LISREL: Analysis of linear structural relationship sbythe method of maximum likelihood: User'sguide. Mooresville, IN: Scientific Software Inc. [Google Scholar]
  19. Karasar, N., (2017). Bilimsel Araştırma Yöntemi: Kavramlar İlkeler Teknikler. Ankara: Nobel Yayın Dağıtım Ltd. Şti. [Google Scholar]
  20. Kline, P., (1994). An Easy Guide ToFactor Analysis. New York: Routledge. [Google Scholar]
  21. Meydan, C. H.,& Şeşen, H. (2011). Yapısal eşitlik modellemesi AMOS uygulamaları. Detay Yayıncılık. [Google Scholar]
  22. Özbay, 2008 [Google Scholar]
  23. Pallant, J. (2005). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows (Version 12), New York: Open UniversityPress. [Google Scholar]
  24. Paris, S.G.,& Paris, A.H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. [Google Scholar]
  25. Perry, N. E.,&VandeKamp, K. O. (2000). Creating classroom context that support young children’s development of self-regulated learning. International Journal of Educational Research, 33, 821–843. [Google Scholar]
  26. Perry, N. E.,Phillips, L., &Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106(9), 1854–1878. [Google Scholar]
  27. Pett, M.A., Lackey, N.R. &Sullivan, J.J., (2003).Making Sense of Factor Analysis: TheUse of Factor Analys is for Instrument Development in Health Care Research. SAGE Publications, Thousand Oaks. [Google Scholar]
  28. Pintrich, P. R.,& De Groot, E. V. (1990). Motivationaland self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. [Google Scholar]
  29. Pintrich, P., Smith, D., Garcia, T. &McKeachie, W., (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National Center for Research to Improve Post secondary Teaching and Learning. (AnnArbor, Michigan). [Google Scholar]
  30. Pintrich, P. R. (2000). The role of goalorientation in self-regulated learning. In M. Boekaerts. P.R. Pintrich& M. Zeidner (Eds.), Handbook of Self-Regulation, (pp. 451–502) San Diego, CA: AcademicPress. [Google Scholar]
  31. Ruban, L. & Reis, S.M. (2006). Patterns of self-regulatory strategy use among low-achieving and high-achieving university students. RoeperReview, 28(3). [Google Scholar]
  32. Schraw, G.,Crippen, K. J., &Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. [Google Scholar]
  33. Schunk, D. H., &Zimmerman, B. J., (1994). Self-Regulation in Education: Retrospect and Prospect. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-Regulation of Learning and Performance. Issues and Educational Applications. Hillsdale, NJ: Erlbaum. [Google Scholar]
  34. Schunk, D.H., &Zimmerman, B.J., (1998). Self regulated learning: From teaching to self-reflective practice. New York: GuilfordPress.  [Google Scholar]
  35. Schunk, D. H.,&Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA, US: Academic Press. [Google Scholar]
  36. Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: analiz ve raporlaştırma. Ankara: Anı Yayıncılık. [Google Scholar]
  37. Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. (1. Baskı), Ankara: Nobel Yayın Dağıtım. [Google Scholar]
  38. Tavşancıl, E. (2005). Tutumların ölçülmesi ve spss ile veri analizi. Ankara: Nobel Yayınları [Google Scholar]
  39. Tavşancıl, E. (2010). Tutumların ölçülmesi ve spss ile veri analizi. Ankara: Nobel Yayın. [Google Scholar]
  40. Turan, S., (2009). Probleme Dayalı Öğrenmeye İlişkin Tutumlar, Öğrenme Becerileri ve Başarı Arasındaki İlişkiler, Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü. [Google Scholar]
  41. Turan,  S.,  &  Demirel,  Ö.  (2010).  Öz-düzenleyici  öğrenme  becerilerinin  akademik  başarı  ile  ilişkisi:  [Google Scholar]
  42. Hacettepe üniversitesi  tıp fakültesi  örneği. Hacettepe Üniversitesi  Eğitim Fakültesi  Dergisi, 38,  279- [Google Scholar]
  43. 291 [Google Scholar]
  44. Turan,  S.  &  Demirel,  Ö.  (2010).  Öz-düzenleyici  öğrenme  becerilerinin  akademik  başarı  ile  ilişkisi:  [Google Scholar]
  45. Hacettepe üniversitesi  tıp fakültesi  örneği. Hacettepe Üniversitesi  Eğitim Fakültesi  Dergisi, 38,  279- [Google Scholar]
  46. 291 [Google Scholar]
  47. Turan, S., & Demirel, Ö., (2010). Öz-düzenleyici öğrenme becerilerinin akademik başarı ile ilişkisi: [Google Scholar]
  48. Hacettepe Üniversitesi Tıp Fakültesi örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 279- [Google Scholar]
  49. 291. [Google Scholar]
  50. Yağlı, Ü., (2014). İngilizce dersinde öğrenmede kullanılan öz-düzenleme stratejileri ve başarı ile ilişkisi. Karaelmas Eğitim Bilimleri Dergisi, 2(1), 108-116.  [Google Scholar]
  51. Whitebread, D. (1999). Interactions between children’s metacognitive abilities, working memory capacity, strategies and performance during problem solving. European Journal of Psychology of Education, 14(4), 489–507. [Google Scholar]
  52. Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30(4), 173–187. [Google Scholar]
  53. Zimmerman, B. J.,&Martinez-Pons, M. (1988). Constructvalidation of a strategy model if students self-regulated learning. Journal of EducationalPsychology, 80(3), 284–290. [Google Scholar]
  54. Zimmerman, B. J. (1989). A social cognitiveview of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339. [Google Scholar]
  55. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. [Google Scholar]
  56. Zimmerman, B. J.,&Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845–862. [Google Scholar]
  57. Zimmerman, B.J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: AcademicPress. [Google Scholar]
  58. Zimmerman, B. J., (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. [Google Scholar]
  59. Zimmerman, B. J.,&Schunk, D. H. (2004). Self-regulating intellectualprocesses and outcomes: A social cognitive perspective. In D. Y. Dai& R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development(pp. 323-350). Mahwah, NJ: Erlbaum. [Google Scholar]
Meta
Vol. 13 (4)
Download
Metric
History
Related

Volume 13 Issue 4

December 2018

All Manuscript

Educational Policy Analysis and Strategic Research

Copyright © 2025 Educational Policy Analysis and Strategic Research.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.