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ERIC Number: EJ866458
Record Type: Journal
Publication Date: 2009-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0305-5698
Examination of the Context-Specific Nature of Self-Regulated Learning
Rotgans, Jerome; Schmidt, Henk
Educational Studies, v35 n3 p239-253 Jul 2009
The purpose of the present study was to investigate to what extent self-regulated learning (SRL) is context-dependent. The "Motivated Strategies for Learning Questionnaire" (MSLQ) was repeatedly administered to 155 first-year students at a Singaporean polytechnic--a general version of the MSLQ before students entered the polytechnic and a course-specific version at the end of the first semester for mathematics, science and English courses. Data were analysed using structural equation modelling. The analyses included: (1) tests for invariance of factorial structures, (2) tests for invariance among latent means, and (3) a comparison of the predictive validity of the general and the course-specific versions of the MSLQ. The results showed that no significant differences could be found in the underlying structure of SRL between subject domains. In addition, average subscale responses were rather invariant across domains. Finally, course-specific measures of SRL were generally not more accurate in predicting academic achievements than the general version. These findings taken together do not support the notion that SRL is context-dependent. Rather, SRL as measured by the MSLQ appears to be a stable disposition of the learner. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire