ERIC Number: EJ1027047
Record Type: Journal
Publication Date: 2014-Jul
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0734-2829
EISSN: N/A
Student Self-Regulated Learning in an Urban High School: Predictive Validity and Relations between Teacher Ratings and Student Self-Reports
Cleary, Timothy J.; Callan, Gregory L.
Journal of Psychoeducational Assessment, v32 n4 p295-305 Jul 2014
This study examined the predictive validity of a teacher rating scale called the Self-Regulation Strategy Inventory-Teacher Rating Scale (SRSI-TRS) and its level of convergence with several student self-report measures of self-regulated learning (SRL). Eighty-seven high school students enrolled in one of four sections of a mathematics course in an urban high school and one mathematics teacher participated in the study. Correlation analyses revealed moderate correlations between the SRSI-TRS and self-report questionnaires targeting students' motivation beliefs (i.e., mathematics interest) and regulatory behaviors in mathematics. Students' self-efficacy perceptions correlated with all SRL and achievement measures, but not the SRSI-TRS. Hierarchical regression analyses showed that the SRSI-TRS emerged as the primary SRL predictor of achievement although student reports of their maladaptive SRL behaviors was a significant predictor in the final model.
Descriptors: Urban Schools, High Schools, Rating Scales, Predictive Validity, Secondary School Teachers, Mathematics Teachers, High School Students, Measurement Techniques, Independent Study, Student Motivation, Student Behavior, Self Efficacy, Predictor Variables, Mathematics Achievement, Grade 9, Test Wiseness, Interest Inventories, Mathematics Tests, Likert Scales, Self Concept Measures, Regression (Statistics), Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory
Grant or Contract Numbers: N/A