A Teacher Rating Scale to Examine Student Self-Regulation in Math Contexts

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

Abstract

The present study examined the predictive and concurrent validity as well as the internal consistency of the Self-Regulation Strategy Inventory – Teacher Rating Scale (TRS). Seventy three ninth-grade students enrolled in different sections of the same algebra class completed a series of self-report scales measuring motivation and self-regulation. The algebra teacher completed the SRSI-TRS for each student. Regression analysis showed that the SRSI-TRS was a significant predictor of classroom math test performance after controlling for both prior math skills and student-reported motivation and self-regulation, accounted for approximately 8% unique variance in test scores. The SRSI-TRS also exhibited a moderate correlation with a student version of the same scale and evidenced high internal consistency.

Authors

• Gregory L. Callan, University of Wisconsin - Milwaukee

• Timothy J. Cleary, Rutgers University