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...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of psychoeducational assessment Jg. 42; H. 3; S. 293 - 307
Hauptverfasser: Wu, Meng Qi, Cieslik, Violet V., Askari, Safoura, Hadwin, Allyson F., Hood, Moira
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Los Angeles, CA SAGE Publications 01.06.2024
Schlagworte:
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-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
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.
AbstractList 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.
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.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.
Author Hadwin, Allyson F.
Cieslik, Violet V.
Hood, Moira
Wu, Meng Qi
Askari, Safoura
Author_xml – sequence: 1
  givenname: Meng Qi
  orcidid: 0000-0002-6365-6053
  surname: Wu
  fullname: Wu, Meng Qi
  organization: Department of Psychology
– sequence: 2
  givenname: Violet V.
  surname: Cieslik
  fullname: Cieslik, Violet V.
  organization: Department of Psychology
– sequence: 3
  givenname: Safoura
  surname: Askari
  fullname: Askari, Safoura
  organization: Department of Psychology
– sequence: 4
  givenname: Allyson F.
  surname: Hadwin
  fullname: Hadwin, Allyson F.
  organization: Department of Psychology
– sequence: 5
  givenname: Moira
  surname: Hood
  fullname: Hood, Moira
  organization: Department of Psychology
BackLink https://www.ncbi.nlm.nih.gov/pubmed/38764727$$D View this record in MEDLINE/PubMed
BookMark eNp9kU9v1DAQxS1URLeFD8AF-cglxY6T2DmhVcQ_aSukFs7W1J5kXTn2YieIfnsSbYuASj35MO_3nufNGTkJMSAhrzm74FzKd0yKqlRlWwpellzV_BnZ8LqWRc2r6oRs1nmxCk7JWc63jFWsLssX5FQo2VSylBuClwh5Ti4MdNoj7eJ48PjLTXc09vQafV9c4TB7mNDSHUIKqxKCpVsDFkdnaLcH7zEMmGkfE93a6DEbDFOmLtAOAlh4SZ734DO-un_PyfePH751n4vd109fuu2uMJVop0LUwvDacqVsKRqUQjFsZYXQt6JRveRNJZgxprFSgbINomn7Xt20jGMDHMQ5eX_0Pcw3I9r1Fwm8PiQ3QrrTEZz-dxLcXg_xp-actQ1r5OLw9t4hxR8z5kmPbtnGewgY56wFqyVbymPtIn3zd9iflIdyF4E8CkyKOSfstXETTC6u2c5rzvR6Rv3ojAvJ_yMfzJ9iLo5MhgH1bZxTWKp-AvgNwv6r_g
CitedBy_id crossref_primary_10_1177_15210251241299790
crossref_primary_10_1016_j_lindif_2025_102678
Cites_doi 10.1037/a0035490
10.1037/0022-0663.91.2.251
10.1007/BF02291170
10.1007/s11409-014-9132-0
10.1017/CBO9781139048224.013
10.1080/00461520.2010.515934
10.1080/1612197X.2012.645132
10.1016/j.cedpsych.2013.09.002
10.1007/978-1-4614-2018-7_34
10.1016/j.cedpsych.2021.101976
10.1207/s15430421tip4102_2
10.1086/461740
10.26822/iejee.2019257655
10.1002/sce.21072
10.1002/9781118619179
10.1007/s10964-017-0697-1
10.1016/B978-0-08-097086-8.25091-5
10.1080/00220973.2020.1724852
10.4324/9781315697048-23
10.1177/0013164408323233
10.1207/s15326985ep3204_1
10.1016/S0883-0355(00)00020-3
10.1016/j.cedpsych.2020.101869
10.1207/s15374424jccp3401_5
10.1086/499651
10.1037/0033-2909.107.2.238
10.1146/annurev.psych.093008.100348
10.1080/13598139.2019.1584034
10.1111/j.1467-8624.2007.00995.x
10.1016/j.tics.2004.12.005
10.1177/0013164493053003024
10.1080/10705519909540118
10.1016/B978-012109890-2/50043-3
10.1002/9780470479193
10.1080/19312458.2020.1718629
10.1017/S0140525X10000725
10.3389/fpsyg.2022.813632
10.1016/j.yhbeh.2013.03.006
10.1016/j.edurev.2008.02.003
10.1146/annurev.psych.52.1.83
10.1207/s15327906mbr2502_4
10.1177/0894845308316293
10.1007/s11409-013-9095-6
10.1080/00461520.2014.1002924
10.3389/fpsyg.2022.813529
ContentType Journal Article
Copyright The Author(s) 2023
The Author(s) 2023.
The Author(s) 2023 2023 SAGE Publications
Copyright_xml – notice: The Author(s) 2023
– notice: The Author(s) 2023.
– notice: The Author(s) 2023 2023 SAGE Publications
DBID AFRWT
AAYXX
CITATION
NPM
7X8
5PM
DOI 10.1177/07342829231221851
DatabaseName Sage Journals GOLD Open Access 2024
CrossRef
PubMed
MEDLINE - Academic
PubMed Central (Full Participant titles)
DatabaseTitle CrossRef
PubMed
MEDLINE - Academic
DatabaseTitleList PubMed
MEDLINE - Academic
CrossRef
Database_xml – sequence: 1
  dbid: NPM
  name: PubMed
  url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed
  sourceTypes: Index Database
– sequence: 2
  dbid: 7X8
  name: MEDLINE - Academic
  url: https://search.proquest.com/medline
  sourceTypes: Aggregation Database
DeliveryMethod fulltext_linktorsrc
Discipline Education
Psychology
EISSN 1557-5144
EndPage 307
ExternalDocumentID PMC11096067
38764727
10_1177_07342829231221851
10.1177_07342829231221851
Genre Journal Article
GrantInformation_xml – fundername: Social Sciences and Humanities Research Council of Canada
  grantid: 435-2018-0440
  funderid: https://doi.org/10.13039/501100000155
– fundername: University of Victoria Fellowship and British Columbia Graduate Scholarship
– fundername: ;
– fundername: ;
  grantid: 435-2018-0440
GroupedDBID -TM
.2G
.2J
.2L
.2N
01A
09Z
0R~
1~K
29L
31S
31U
31V
31W
31X
31Y
31Z
4.4
56W
5GY
5RE
5VS
6PF
AABMB
AABOD
AACKU
AACMV
AACTG
AADIR
AADUE
AAEWN
AAGGD
AAGLT
AAHSB
AAJIQ
AAJOX
AAJPV
AAKTJ
AAMFR
AANSI
AAPEO
AAQDB
AAQXH
AAQXI
AARDL
AARIX
AATAA
AATBZ
AAWLO
AAWTL
AAYTG
ABAWP
ABCCA
ABCJG
ABDWY
ABEIX
ABFWQ
ABFXH
ABHKI
ABHQH
ABIDT
ABIVO
ABJNI
ABKRH
ABLUO
ABOPQ
ABPGX
ABPNF
ABQKF
ABQPY
ABQXT
ABRHV
ABUJY
ABVFX
ABYTW
ACABN
ACAEP
ACARO
ACDSZ
ACDXX
ACFEJ
ACFMA
ACFUR
ACFZE
ACGBL
ACGFS
ACGZU
ACHQT
ACJER
ACLHI
ACLZU
ACOFE
ACOXC
ACROE
ACRPL
ACSIQ
ACUAV
ACUFS
ACUIR
ACXKE
ACXMB
ACZOB
ADBBV
ADDLC
ADEBD
ADEIA
ADNMO
ADNON
ADPEE
ADRRZ
ADSTG
ADTBJ
ADTOS
ADUKL
ADVBO
ADXHL
ADYCS
AECGH
AECVZ
AEDTQ
AEDXQ
AEOBU
AEONT
AEPTA
AEQLS
AERKM
AESMA
AESZF
AEUHG
AEVPJ
AEWDL
AEWHI
AEXNY
AFEET
AFFNX
AFKBI
AFKRG
AFMOU
AFQAA
AFRWT
AFUIA
AFWMB
AGDVU
AGKLV
AGNHF
AGNWV
AGQPQ
AGWFA
AGWNL
AGWVZ
AHDMH
AHHFK
AHOJL
AHWHD
AJEFB
AJMMQ
AJUZI
AJXAJ
ALKWR
ALMA_UNASSIGNED_HOLDINGS
AMCVQ
ANDLU
ARTOV
ARYUH
ASPBG
ATKJL
AUTPY
AUVAJ
AVWKF
AYAKG
AYPQM
AZFZN
B8O
B8R
B8S
B8T
B8Z
B93
B94
BBRGL
BDDNI
BDZRT
BKIIM
BMVBW
BPACV
BSEHC
BYIEH
CAG
CBRKF
CCGJY
CEADM
CFDXU
COF
CORYS
CQQTX
CS3
DC-
DC.
DD-
DD0
DD~
DE-
DF0
DG~
DO-
DOPDO
DU5
DV7
DV8
D~Y
EBS
EIHBH
EJD
F5P
FEDTE
FHBDP
GROUPED_SAGE_PREMIER_JOURNAL_COLLECTION
H13
HF~
HVGLF
HZ~
J8X
K.F
K.J
N9A
O9-
OHT
P.B
P2P
Q1R
Q7K
Q7L
Q7O
Q7P
Q7X
Q82
Q83
ROL
S01
SASJQ
SAUOL
SBI
SCNPE
SDB
SFB
SFC
SFF
SFK
SFT
SFX
SFY
SGA
SGP
SGR
SGU
SGV
SGX
SGZ
SHB
SHF
SHG
SHM
SNB
SPJ
SPP
SPV
SQCSI
SSDHQ
STM
TWZ
VJK
ZONMY
ZPLXX
ZPPRI
ZRKOI
~32
AAEJI
AAPII
AAYXX
ABUAX
ACCVC
AEYHP
AJGYC
AJHME
AJVBE
AMNSR
CITATION
AADTT
AAMGE
ACSBE
ACTQU
AEUIJ
AIOMO
M4V
NPM
YIN
7X8
5PM
ID FETCH-LOGICAL-c439t-353c15d188d236e7380e974eaf9368f716430ccc6d78a8d6eec9ff8b901e6a1a3
IEDL.DBID AEVPJ
ISICitedReferencesCount 3
ISICitedReferencesURI http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001125531700001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN 0734-2829
IngestDate Tue Sep 30 17:08:50 EDT 2025
Sat Sep 27 18:38:12 EDT 2025
Wed Feb 19 02:05:42 EST 2025
Sat Nov 29 08:09:15 EST 2025
Tue Nov 18 19:47:23 EST 2025
Tue Jun 17 22:27:16 EDT 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 3
Keywords education program and leadership
student engagement
self-regulated learning
academic challenges
social and educational environment
secondary education/adolescence
measurement
Language English
License This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
The Author(s) 2023.
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c439t-353c15d188d236e7380e974eaf9368f716430ccc6d78a8d6eec9ff8b901e6a1a3
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Data Availability Statement included at the end of the article
ORCID 0000-0002-6365-6053
OpenAccessLink https://journals.sagepub.com/doi/full/10.1177/07342829231221851?utm_source=summon&utm_medium=discovery-provider
PMID 38764727
PQID 3057076409
PQPubID 23479
PageCount 15
ParticipantIDs pubmedcentral_primary_oai_pubmedcentral_nih_gov_11096067
proquest_miscellaneous_3057076409
pubmed_primary_38764727
crossref_citationtrail_10_1177_07342829231221851
crossref_primary_10_1177_07342829231221851
sage_journals_10_1177_07342829231221851
PublicationCentury 2000
PublicationDate 2024-06-01
PublicationDateYYYYMMDD 2024-06-01
PublicationDate_xml – month: 06
  year: 2024
  text: 2024-06-01
  day: 01
PublicationDecade 2020
PublicationPlace Los Angeles, CA
PublicationPlace_xml – name: Los Angeles, CA
– name: United States
– name: Sage CA: Los Angeles, CA
PublicationTitle Journal of psychoeducational assessment
PublicationTitleAlternate J Psychoeduc Assess
PublicationYear 2024
Publisher SAGE Publications
Publisher_xml – name: SAGE Publications
References Zeidner 2019; 30
Eccles, Wigfield, Midgley, Reuman, Iver, Feldlaufer 1993; 93
Lewis, Nishina, Ramirez Hall, Cain, Bellmore, Witkow 2018; 47
Rosário, Núñez, Ferrando, Paiva, Lourenço, Cerezo, Valle 2013; 8
Vandevelde, Van Keer, Rosseel 2013; 38
Zimmerman 2002; 41
Winne, Nesbit 2010; 61
Schunk, Ertmer 1999; 91
Schunk, Zimmerman 1997; 32
Steinberg 2005; 9
Kolovelonis, Goudas, Samara 2022; 90
Henrich, Heine, Norenzayan 2010; 33
Dembo, Eaton 2000; 100
Pintrich, Smith, Garcia, Mckeachie 1993; 53
Toering, Elferink-Gemser, Jonker, van Heuvelen, Visscher 2012; 10
Hadwin, Sukhawathanakul, Rostampour, Bahena-Olivares 2022; 13
Skinner, Kindermann, Furrer 2009; 69
Bentler 1990; 107
Heddy, Sinatra 2013; 97
Steinberg, Morris 2001; 52
Anderson, Jacobs, Schramm, Splittgerber 2000; 33
Hayes, Coutts 2020; 14
La Greca, Harrison 2005; 34
Romero, Master, Paunesku, Dweck, Gross 2014; 14
Azevedo, Moos, Johnson, Chauncey 2010; 45
Smith, Chein, Steinberg 2013; 64
Butler, Cartier, Schnellert, Gagnon, Giammarino 2011; 53
McCardle, Hadwin 2015; 10
Blackwell, Trzesniewski, Dweck 2007; 78
Tucker, Lewis 1973; 38
Sinatra, Heddy, Lombardi 2015; 50
Hu, Bentler 1999; 6
Steiger 1990; 25
Jacob, Dörrenbächer, Perels 2019; 12
Theobald 2021; 66
Azevedo, Bouchet, Duffy, Harley, Taub, Trevors, Cloude, Dever, Wiedbusch, Wortha, Cerezo 2022; 13
Dignath, Buettner, Langfeldt 2008; 3
Losenno, Muis, Munzar, Denton, Perry 2020; 61
Perry 2008; 34
bibr3-07342829231221851
bibr41-07342829231221851
bibr54-07342829231221851
Weinstein C. E. (bibr50-07342829231221851) 1987
Zimmerman B. J. (bibr57-07342829231221851) 2001
bibr40-07342829231221851
bibr20-07342829231221851
Winne P. H. (bibr52-07342829231221851) 1998
bibr9-07342829231221851
bibr33-07342829231221851
bibr26-07342829231221851
bibr19-07342829231221851
bibr46-07342829231221851
bibr35-07342829231221851
bibr45-07342829231221851
Butler D. L. (bibr8-07342829231221851) 2011; 53
bibr55-07342829231221851
bibr15-07342829231221851
bibr25-07342829231221851
bibr5-07342829231221851
bibr14-07342829231221851
bibr24-07342829231221851
bibr34-07342829231221851
bibr4-07342829231221851
Muthen L. K. (bibr28-07342829231221851) 1998
bibr16-07342829231221851
Winne P. H. (bibr53-07342829231221851) 2008
bibr51-07342829231221851
bibr44-07342829231221851
Skinner A. (bibr39-07342829231221851) 2011
Schunk D. H. (bibr58-07342829231221851) 2002
bibr30-07342829231221851
bibr43-07342829231221851
bibr10-07342829231221851
bibr49-07342829231221851
bibr6-07342829231221851
bibr23-07342829231221851
Statistics Canada (bibr42-07342829231221851) 2023
bibr56-07342829231221851
bibr29-07342829231221851
bibr38-07342829231221851
bibr48-07342829231221851
bibr7-07342829231221851
bibr18-07342829231221851
bibr2-07342829231221851
bibr12-07342829231221851
bibr22-07342829231221851
bibr37-07342829231221851
bibr1-07342829231221851
bibr11-07342829231221851
bibr17-07342829231221851
bibr47-07342829231221851
bibr27-07342829231221851
Juvonen J. (bibr21-07342829231221851) 2004
bibr31-07342829231221851
Hadwin A. F. (bibr13-07342829231221851) 2021
References_xml – volume: 107
  start-page: 238
  issue: 2
  year: 1990
  end-page: 246
  article-title: Comparative fit indexes in structural models
  publication-title: Psychological Bulletin
– volume: 10
  start-page: 24
  issue: 1
  year: 2012
  end-page: 38
  article-title: Measuring self-regulation in a learning context: Reliability and validity of the self-regulation of learning self-report scale (SRL-SRS)
  publication-title: International Journal of Sport and Exercise Psychology
– volume: 52
  start-page: 83
  issue: 1
  year: 2001
  end-page: 110
  article-title: Adolescent development
  publication-title: Annual Review of Psychology
– volume: 10
  start-page: 43
  issue: 1
  year: 2015
  end-page: 75
  article-title: Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning
  publication-title: Metacognition and Learning
– volume: 69
  start-page: 493
  issue: 3
  year: 2009
  end-page: 525
  article-title: A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom
  publication-title: Educational and Psychological Measurement
– volume: 33
  start-page: 325
  issue: 4
  year: 2000
  end-page: 339
  article-title: School transitions: Beginning of the end or a new beginning?
  publication-title: International Journal of Educational Research
– volume: 93
  start-page: 553
  issue: 5
  year: 1993
  end-page: 574
  article-title: Negative effects of traditional middle schools on students’ motivation
  publication-title: The Elementary School Journal
– volume: 53
  start-page: 801
  issue: 3
  year: 1993
  end-page: 813
  article-title: Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ)
  publication-title: Educational and Psychological Measurement
– volume: 91
  start-page: 251
  issue: 2
  year: 1999
  end-page: 260
  article-title: Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences
  publication-title: Journal of Educational Psychology
– volume: 45
  start-page: 210
  issue: 4
  year: 2010
  end-page: 223
  article-title: Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges
  publication-title: Educational Psychologist
– volume: 30
  start-page: 255
  issue: 1-2
  year: 2019
  end-page: 276
  article-title: Self-regulated learning: Current fissures, challenges, and directions for future research
  publication-title: High Ability Studies
– volume: 61
  start-page: 101869
  year: 2020
  article-title: The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: A mixed methods investigation
  publication-title: Contemporary Educational Psychology
– volume: 38
  start-page: 407
  issue: 4
  year: 2013
  end-page: 425
  article-title: Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach
  publication-title: Contemporary Educational Psychology
– volume: 34
  start-page: 397
  issue: 4
  year: 2008
  end-page: 422
  article-title: School engagement among urban youth of color: Criterion pattern effects of vocational exploration and racial identity
  publication-title: Journal of Career Development
– volume: 97
  start-page: 723
  issue: 5
  year: 2013
  end-page: 744
  article-title: Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution
  publication-title: Science Education
– volume: 50
  start-page: 1
  issue: 1
  year: 2015
  end-page: 13
  article-title: The challenges of defining and measuring student engagement in science
  publication-title: Educational Psychologist
– volume: 38
  start-page: 1
  issue: 1
  year: 1973
  end-page: 10
  article-title: A reliability coefficient for maximum likelihood factor analysis
  publication-title: Psychometrika
– volume: 34
  start-page: 49
  issue: 1
  year: 2005
  end-page: 61
  article-title: Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression?
  publication-title: Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
– volume: 3
  start-page: 101
  issue: 2
  year: 2008
  end-page: 129
  article-title: How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes
  publication-title: Educational Research Review
– volume: 32
  start-page: 195
  issue: 4
  year: 1997
  end-page: 208
  article-title: Social origins of self-regulatory competence
  publication-title: Educational Psychologist
– volume: 25
  start-page: 173
  issue: 2
  year: 1990
  end-page: 180
  article-title: Structural model evaluation and modification: An interval estimation approach
  publication-title: Multivariate Behavioral Research
– volume: 90
  start-page: 112
  issue: 1
  year: 2022
  end-page: 129
  article-title: The effects of a self-regulated learning teaching unit on students’ performance calibration, goal attainment, and attributions in physical education
  publication-title: The Journal of Experimental Education
– volume: 61
  start-page: 653
  issue: 1
  year: 2010
  end-page: 678
  article-title: The psychology of academic achievement
  publication-title: Annual Review of Psychology
– volume: 13
  start-page: 813529
  year: 2022
  end-page: 813529
  article-title: Do self-regulated learning practices and intervention mitigate the impact of academic challenges and covid-19 distress on academic performance during online learning?
  publication-title: Frontiers in Psychology
– volume: 9
  start-page: 69
  issue: 2
  year: 2005
  end-page: 74
  article-title: Cognitive and affective development in adolescence
  publication-title: Trends in Cognitive Sciences
– volume: 78
  start-page: 246
  issue: 1
  year: 2007
  end-page: 263
  article-title: Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention
  publication-title: Child Development
– volume: 47
  start-page: 194
  issue: 1
  year: 2018
  end-page: 206
  article-title: Early adolescents’ peer experiences with ethnic diversity in middle school: Implications for academic outcomes
  publication-title: Journal of Youth and Adolescence
– volume: 66
  start-page: 101976
  year: 2021
  article-title: Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis
  publication-title: Contemporary Educational Psychology
– volume: 13
  start-page: 813632
  year: 2022
  end-page: 813632
  article-title: Lessons learned and future directions of metatutor: Leveraging multichannel data to scaffold self-regulated learning with an intelligent tutoring system
  publication-title: Frontiers in Psychology
– volume: 100
  start-page: 473
  issue: 5
  year: 2000
  end-page: 490
  article-title: Self-Regulation of academic learning in middle-level schools
  publication-title: The Elementary School Journal
– volume: 8
  start-page: 47
  issue: 1
  year: 2013
  end-page: 77
  article-title: The relationship between approaches to teaching and approaches to studying: A two-level structural equation model for biology achievement in high school
  publication-title: Metacognition and Learning
– volume: 64
  start-page: 323
  issue: 2
  year: 2013
  end-page: 332
  article-title: Impact of socio-emotional context, brain development, and pubertal maturation on adolescent risk-taking
  publication-title: Hormones and Behavior
– volume: 14
  start-page: 1
  issue: 1
  year: 2020
  end-page: 24
  article-title: Use omega rather than Cronbach’s alpha for estimating reliability. but
  publication-title: Communication Methods and Measures
– volume: 33
  start-page: 111
  issue: 2-3
  year: 2010
  end-page: 135
  article-title: Beyond WEIRD: Towards a broad-based behavioral science
  publication-title: Behavioral and Brain Sciences
– volume: 6
  start-page: 1
  issue: 1
  year: 1999
  end-page: 55
  article-title: Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
  publication-title: Structural Equation Modeling: A Multidisciplinary Journal
– volume: 53
  start-page: 73
  issue: 1
  year: 2011
  end-page: 105
  article-title: Secondary students’ self-regulated engagement in reading: Researching self-regulation as situated in context
  publication-title: Psychological Test and Assessment Modeling
– volume: 41
  start-page: 64
  issue: 2
  year: 2002
  end-page: 70
  article-title: Becoming a self-regulated learner: An overview
  publication-title: Theory Into Practice
– volume: 12
  start-page: 115
  issue: 2
  year: 2019
  end-page: 126
  article-title: A pilot study of the online assessment of self-regulated learning in preschool children: Development of a direct, quantitative measurement tool
  publication-title: Lnternational Electronic Journal of Elementary Education
– volume: 14
  start-page: 227
  issue: 2
  year: 2014
  end-page: 234
  article-title: Academic and emotional functioning in middle school: The role of implicit theories
  publication-title: Emotion
– ident: bibr33-07342829231221851
  doi: 10.1037/a0035490
– ident: bibr35-07342829231221851
  doi: 10.1037/0022-0663.91.2.251
– ident: bibr48-07342829231221851
  doi: 10.1007/BF02291170
– ident: bibr27-07342829231221851
  doi: 10.1007/s11409-014-9132-0
– ident: bibr15-07342829231221851
  doi: 10.1017/CBO9781139048224.013
– ident: bibr3-07342829231221851
  doi: 10.1080/00461520.2010.515934
– volume-title: The learning and study strategies inventory
  year: 1987
  ident: bibr50-07342829231221851
– ident: bibr47-07342829231221851
  doi: 10.1080/1612197X.2012.645132
– ident: bibr49-07342829231221851
  doi: 10.1016/j.cedpsych.2013.09.002
– ident: bibr9-07342829231221851
  doi: 10.1007/978-1-4614-2018-7_34
– ident: bibr46-07342829231221851
  doi: 10.1016/j.cedpsych.2021.101976
– ident: bibr56-07342829231221851
  doi: 10.1207/s15430421tip4102_2
– ident: bibr12-07342829231221851
  doi: 10.1086/461740
– ident: bibr20-07342829231221851
  doi: 10.26822/iejee.2019257655
– ident: bibr17-07342829231221851
  doi: 10.1002/sce.21072
– ident: bibr6-07342829231221851
  doi: 10.1002/9781118619179
– ident: bibr25-07342829231221851
  doi: 10.1007/s10964-017-0697-1
– ident: bibr51-07342829231221851
  doi: 10.1016/B978-0-08-097086-8.25091-5
– volume-title: Self-regulated learning and academic achievement: Theoretical perspectives
  year: 2001
  ident: bibr57-07342829231221851
– volume: 53
  start-page: 73
  issue: 1
  year: 2011
  ident: bibr8-07342829231221851
  publication-title: Psychological Test and Assessment Modeling
– start-page: 29
  volume-title: Academic motivation of adoescents
  year: 2002
  ident: bibr58-07342829231221851
– ident: bibr22-07342829231221851
  doi: 10.1080/00220973.2020.1724852
– ident: bibr7-07342829231221851
  doi: 10.4324/9781315697048-23
– ident: bibr40-07342829231221851
  doi: 10.1177/0013164408323233
– start-page: 46
  volume-title: Focus on the wonder years: Challenges facing the American middle school
  year: 2004
  ident: bibr21-07342829231221851
– ident: bibr37-07342829231221851
  doi: 10.1207/s15326985ep3204_1
– ident: bibr1-07342829231221851
  doi: 10.1016/S0883-0355(00)00020-3
– ident: bibr26-07342829231221851
  doi: 10.1016/j.cedpsych.2020.101869
– volume-title: Census profile. 2021 census of population
  year: 2023
  ident: bibr42-07342829231221851
– ident: bibr23-07342829231221851
  doi: 10.1207/s15374424jccp3401_5
– ident: bibr10-07342829231221851
  doi: 10.1086/499651
– ident: bibr4-07342829231221851
  doi: 10.1037/0033-2909.107.2.238
– ident: bibr54-07342829231221851
  doi: 10.1146/annurev.psych.093008.100348
– volume-title: Self-regulated learning profile and self–diagnostic tool (SRL-PSD-2021)
  year: 2021
  ident: bibr13-07342829231221851
– ident: bibr55-07342829231221851
  doi: 10.1080/13598139.2019.1584034
– ident: bibr5-07342829231221851
  doi: 10.1111/j.1467-8624.2007.00995.x
– ident: bibr44-07342829231221851
  doi: 10.1016/j.tics.2004.12.005
– start-page: 34
  volume-title: Handbook of research on student engagement
  year: 2011
  ident: bibr39-07342829231221851
– volume-title: Mplus user’s guide
  year: 1998
  ident: bibr28-07342829231221851
– ident: bibr31-07342829231221851
  doi: 10.1177/0013164493053003024
– ident: bibr19-07342829231221851
  doi: 10.1080/10705519909540118
– ident: bibr30-07342829231221851
  doi: 10.1016/B978-012109890-2/50043-3
– ident: bibr24-07342829231221851
  doi: 10.1002/9780470479193
– ident: bibr16-07342829231221851
  doi: 10.1080/19312458.2020.1718629
– ident: bibr18-07342829231221851
  doi: 10.1017/S0140525X10000725
– ident: bibr2-07342829231221851
  doi: 10.3389/fpsyg.2022.813632
– ident: bibr41-07342829231221851
  doi: 10.1016/j.yhbeh.2013.03.006
– ident: bibr11-07342829231221851
  doi: 10.1016/j.edurev.2008.02.003
– ident: bibr45-07342829231221851
  doi: 10.1146/annurev.psych.52.1.83
– ident: bibr43-07342829231221851
  doi: 10.1207/s15327906mbr2502_4
– start-page: 277
  volume-title: Metacognition in educational theory and practice
  year: 1998
  ident: bibr52-07342829231221851
– start-page: 297
  volume-title: Motivation and self-regulated learning: Theory, research, and applications
  year: 2008
  ident: bibr53-07342829231221851
– ident: bibr29-07342829231221851
  doi: 10.1177/0894845308316293
– ident: bibr34-07342829231221851
  doi: 10.1007/s11409-013-9095-6
– ident: bibr38-07342829231221851
  doi: 10.1080/00461520.2014.1002924
– ident: bibr14-07342829231221851
  doi: 10.3389/fpsyg.2022.813529
SSID ssj0040522
Score 2.3543196
Snippet Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This...
SourceID pubmedcentral
proquest
pubmed
crossref
sage
SourceType Open Access Repository
Aggregation Database
Index Database
Enrichment Source
Publisher
StartPage 293
Title Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada
URI https://journals.sagepub.com/doi/full/10.1177/07342829231221851
https://www.ncbi.nlm.nih.gov/pubmed/38764727
https://www.proquest.com/docview/3057076409
https://pubmed.ncbi.nlm.nih.gov/PMC11096067
Volume 42
WOSCitedRecordID wos001125531700001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
journalDatabaseRights – providerCode: PRVSPB
  databaseName: SAGE Journals HSS Package 2015
  customDbUrl:
  eissn: 1557-5144
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0040522
  issn: 0734-2829
  databaseCode: AEVPJ
  dateStart: 19990301
  isFulltext: true
  titleUrlDefault: http://journals.sagepub.com/
  providerName: SAGE Publications
link http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwvV1La9wwEB6STQ-59JG-tm2CCoVCQY1t-SGfyhISSmlD6Iu9Ga00ThYSb8l6C_vvO2NL22ySlp568MWWLFkezXzSjL4BeJXbBLPCGpnFtZFpmTo5SR1N9yRSOCmZCrXjmf1YHB_r8bg82YBZOAvjR3D-lsOqqEedsubZzbvR-97JuE9ymbILkMBJQjYqi98t2ouq3-4OWTX4DvunFxfs2rYcELmU4XjbJmwlTBQzgK3R4feTD0F5E3zpHQ_UgOQWvCP01kbXTdkNfHozzPJKrFhnvo7u_fcPvw93PdIVo140H8AGNjucJNoHlOzA9kr5Lh8Cfuo2K8mQCoKkgtUUU3W2SzGrxRc8r-VnPOVUY-iE54Q9FaZxIgT4i4OQFmYuCIiL0W-qKjFtRMfCYB7Bt6PDrwfvpU8BIS0hpVaqTNk4c7HWLlE5FkpHSCsgNHWpcl3zYk9F1trcFdpolyPasq71hFAO5iY26jEMmlmDT0GUnCnTEB5xKk3pMuiypHS5KzM-fauGEIW_WVnPj85pOs6rOFCiXx_8IbxZVfnRk4P8rfDLICIVTWH2y5gGZ4t5RSq3iIqcVtpDeNKLzOp1iqxVShhzCHpNmFYFmB58_UkzPetowplLlpanVPU1y1QVJOzPXXz2zyWfw3ZC6K6PmXsBg_Zygbtwx_5sp_PLPdgsxnrPT61fGeg0Lg
linkProvider SAGE Publications
linkToHtml http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1ZS8QwEB5EBX3xPtYzgiAIlbbpkT4uonisi3jhW8kmqS5IV9xV8N8706bV9ULwoU9NQprM8U0z-QZgO1K-CWMlndDLpBMkgXY6gUZ1911uOglRoRY8s6243Ra3t8m5zaqkuzB2Bft7lFaFMyqMda3dxJQU84BO_xCX-Oie6Pb0WICwHZVyrHlwc35S2WFEIuUZAnZwqIc90_x2kGGv9AVqfs2Y_JD2VXiiw-n_fMMMTFn8yZqlwMzCiMnnqHSzTfOYg8naJL7OgzkrfiGie2MIFBkZDyLQHLyyXsYuzUPmXJS17I1mlqn1jslcsyrtnu1XxVr6DOExa74TSLFuzgpuBLkA14cHV_tHji3M4CjELwOHh1x5ofaE0D6PTMyFazAuMTJLeCQyCsG4q5SKdCyk0JExKsky0UHsYSLpSb4Io3kvN8vAEqpfKRElaB4E-EijQz_RkU5CuhPLG-BWG5Mqy1pOxTMeUq8iKv-8mA3Yrbs8lpQdvzXeqnY7RcWi0xKZm95zP0VDGLtxhPFvA5bK3a-H4-hDAkR-DRBDclE3INLu4Td5974g7yaGVwwasesOiUdaCcvPU1z5c8tNmDi6OmulreP26SpM-oi_yqy2NRgdPD2bdRhXL4Nu_2nD6sobYlMLOA
linkToPdf http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3dT9swED9NME28bMCAdQNmJCQkpNAkzofzWAHVNqCq-FLfItd2WKUqrfoxif9-d4lTKAWExEOeYluJfb77ne_8O4D9SPkmjJV0Qi-TTpAE2ukGGre773LTTYgKteCZPY9bLdHpJG174EZ3YewMjo8orQq_qFDWtLuHOqvbGGMdxTKgCCBiEx9NFN2gXka3xkU5X26c3rb_VLoY0UgZR8AODvWwcc1nB5m3TAtwczFr8lHqV2GNml_e-x-r8NniUNYoBWcNPph8nUo423SPdViZqcb7r2AuiqNENHMMASMjJUJEmpN7NsjYlelnzmVZ095oZhlb75jMNavS79lxVbRlzBAms8YDkRTr5azgSJAbcNM8vT7-5dgCDY5CHDNxeMiVF2pPCO3zyMRcuAb9EyOzhEciI1eMu0qpSMdCCh0Zo5IsE13EICaSnuSbsJQPcvMNWEJ1LCWiBc2DAB9pdOgnOtJJSHdjeQ3canFSZdnLqYhGP_UqwvKnk1mDw1mXYUnd8VrjvWrFU9xgFDWRuRlMxykqxNiNI_SDa7BVSsBsOI62JEAEWAMxJxuzBkTePf8m7_0tSLyJ6RWdR-x6QCKSVgLz8id-f3PLn_CpfdJMz3-3zn7Aio8wrExu24alyWhqduCj-jfpjUe7drv8ByxDDaw
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Measuring+the+Complexity+of+Self-Regulated+Learning+and+Academic+Challenges+for+Adolescents+in+Canada&rft.jtitle=Journal+of+psychoeducational+assessment&rft.au=Wu%2C+Meng+Qi&rft.au=Cieslik%2C+Violet+V&rft.au=Askari%2C+Safoura&rft.au=Hadwin%2C+Allyson+F&rft.date=2024-06-01&rft.issn=0734-2829&rft.volume=42&rft.issue=3&rft.spage=293&rft_id=info:doi/10.1177%2F07342829231221851&rft_id=info%3Apmid%2F38764727&rft.externalDocID=38764727
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0734-2829&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0734-2829&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0734-2829&client=summon