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ERIC Number: EJ782892
Record Type: Journal
Publication Date: 2007-Dec
Pages: 19
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0258-2236
Development and Validation of the Self-Regulated Learning Inventory for Teachers
Lombaerts, Koen; Engels, Nadine; Athanasou, James
Perspectives in Education, v25 n4 p29-47 Dec 2007
The purpose of this study was to develop and gather initial psychometric information on the Self-Regulated Learning Inventory for Teachers (SRLIT). The SRLIT is a self-report scale with 23 items measuring primary school teachers' realisations of self-regulated learning (SRL) practices. Information regarding the instrument's factor structure, validity and internal consistency was gathered using a sample of 399 primary school teachers. Maximum likelihood exploratory factor analysis of the SRLIT yielded a three-factor structure highly consistent with the theoretical assumption of an underlying multidimensional structure in self-regulated learning processes: (a) SRL forethought, (b) SRL performance control, and (c) SRL self-reflection. Internal consistency for the overall SRLIT was high (alpha = 0.91), with the subscales ranging from 0.78 to 0.88. Furthermore, a Rasch measurement model examining teacher responses showed an excellent fit for the 23 items to the unidimensional continuum model. Finally, SRLIT scores correlated strongly with teachers' self-descriptions of SRL occurrence in their classrooms. In conclusion the SRLIT appears to be a useful instrument for examining teacher environments promoting self-regulated learning practices in primary school settings. The implications of the results and potential paths for future research are considered.
Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail: perspect@postino.up.ac.za; Web site: http://journals.sabinet.co.za/pie/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A