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

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...

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Bibliographic Details
Published in:Journal of psychoeducational assessment Vol. 42; no. 3; pp. 293 - 307
Main Authors: Wu, Meng Qi, Cieslik, Violet V., Askari, Safoura, Hadwin, Allyson F., Hood, Moira
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.06.2024
Subjects:
education program and leadership
student engagement
self-regulated learning
academic challenges
social and educational environment
secondary education/adolescence
measurement
ISSN:0734-2829, 1557-5144
Online Access:Get full text
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Summary: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.
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ISSN:0734-2829
1557-5144
DOI:10.1177/07342829231221851