Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada-Reference-Cited by-同舟云学术

Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada

Published:2023-12-15 Issue: Volume: Page:
ISSN:0734-2829
Container-title:Journal of Psychoeducational Assessment
language:en
Short-container-title:Journal of Psychoeducational Assessment

Author:

Wu Meng Qi¹^ORCID,Cieslik Violet V.²,Askari Safoura¹,Hadwin Allyson F.¹,Hood Moira¹

Affiliation:

1. Department of Educational Psychology and Leadership Studies, University of Victoria, Victoria, BC, Canada

2. Department of Psychology, University of Victoria, Victoria, BC, Canada

Abstract

Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents’ SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents’ SRL practices and academic challenges.

Funder

Social Sciences and Humanities Research Council of Canada

University of Victoria Fellowship and British Columbia Graduate Scholarship

Publisher

SAGE Publications

Subject

General Psychology,Clinical Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/07342829231221851

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