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ERIC Number: ED566462
Record Type: Non-Journal
Publication Date: 2015
Pages: 113
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-3290-8
Validation of the Self-Regulation Strategy Inventory-Parent Rating Scale
Lubin, Audrey Ruth
ProQuest LLC, Psy.D. Dissertation, Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology
The current dissertation gathered empirical evidence of convergent and predictive validity for the Self-Regulation Strategies Inventory-Parent Rating Scale (SRSI-PRS), which measures parents' perception of their child's use of self-regulated learning (SRL) strategies during mathematics activities. The SRSI-PRS, which is part of the larger SRSI scale system incorporating a teacher version (SRSI-TRS) and a student version (SRSI-SR), was administered as part of a longitudinal study with middle school students that also included the SRSI teacher and student versions and three student motivational measures (self-efficacy, task interest, and perceived responsibility). Participants included 105 7th and 8th grade parents and their respective students and students' teachers from a Northeastern suburban school district. Convergent validity was examined by assessing Pearson's correlations between: (a) SRSI-PRS subscales, the SRSI-TRS, and SRSI-SR subscales, and (b) SRSI-PRS subscales and the three types of motivational beliefs. Hierarchical regression analyses were used to examine the unique variance that the SRSI-PRS accounted for when predicting students' academic achievement. Two regression analyses were conducted across two different measures of academic achievement: (a) standardized test scores and (b) course grades. In terms of convergent validity evidence, the results showed that the three SRSI-PRS subscales exhibited medium and statistically significant relations with the SRSI-TRS, and small to medium statistically significant relations with the three SRSI-SR subscales and student self-efficacy. Additionally, two of the SRSI-PRS subscales displayed statistically significant, albeit small, relations with student's task interest, but none of the SRSI-PRS subscales exhibited significant relations with the student's perceived responsibility scale. Finally, there were mixed results regarding the predictive validity of the SRSI-PRS. The SRSI-PRS composite accounted for unique variance (R[superscript 2]2 = 4.4%) in course grades, but did not account for any unique variance in predicting standardized mathematics test scores after controlling for student and teacher ratings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A