Validation of the Student Perceptions of Classroom Knowledge-Building (SPOCK): An Instrument Measuring Student Strategic Self-Regulation and Classroom Perceptions

• In Event: Self-Regulated Learning Assessment and Metacognition

Abstract

The purpose of this study is to validate the Student Perceptions of Classroom Knowledge Building (SPOCK) scale as an assessment instrument for measuring student strategic self-regulation, engagement, and perceptions of the classroom environment. Confirmatory factor analysis fit indices were consistent with adequate acceptable fit indicating good construct validity. Classic psychometric indicators were excellent, with coefficient alpha estimates for all scales above the generally accepted cut-off of .70 and five scales between .82 and .90 and item-total correlations indicating good item discrimination. SPOCK is shorter than alternative instruments, which may allow for more use in classrooms; and provides a parsimonious, psychometrically sound instrument that measures a more diverse range of strategic self-regulatory constructs and behaviors than alternative instruments.

Authors

• Moon Yue Q. Yu, University of Nebraska - Lincoln

• Duane F. Shell, University of Nebraska - Lincoln