Student Regulation as Measured by the Strategic Learning Questionnaire

• In Event: Examining and Assessing Self-Regulation Through a Multidimensional Lens

Abstract

Self-regulated learning has been defined as fine-grained, dynamic adaptation learners’ make within and across studying sessions (Winne & Hadwin, 1998). The Strategic Learning Questionnaire (SLQ) was developed as a time and task specific measure of self-regulated learning. It assesses strategic planning, task engagement, and reflective adaptation, including monitoring, evaluating, and regulating. Preliminary psychometric evaluations of the instrument revealed acceptable reliability. The paper explores the a priori factor structure of the instrument. The sensitivity of the SLQ to capture changes across the semester was also assessed. Findings of this study suggest that they SLQ has potential for examining four phases of self-regulated learning in a task specific situation.

Authors

• Lindsay McCardle, University of Victoria

• Allyson F. Hadwin, University of Victoria

• Philip H. Winne, Simon Fraser University