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

• In Event: Self-Regulated Learning Skills, Strategies, Behaviors, and Learning

Abstract

Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) for adolescents is rare. This study contributes to the extant literature by addressing the multi-component character of SRL based on Winne and Hadwin’s (1998) SRL model. Thus, this study empirically evaluated the psychometric properties of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument for adolescents. Participants were 370 adolescents from a Western Canadian middle school. The SRL-PSD was administered to students through LimeSurvey during a 25-minute instructional session. Results demonstrated the SRL-PSD was a reliable and valid measurement to examine adolescents’ SRL practices and academic challenges. Additionally, correlational analyses showed that SRL practices and academic challenges were significantly associated to student engagement.

Authors

• Meng Qi Wu, University of Victoria
  Presenting Author

• Safoura Askari, University of Victoria
  Non-Presenting Author

• Allyson F. Hadwin, University of Victoria
  Non-Presenting Author

• Ramin Rostampour, University of Victoria
  Non-Presenting Author

• Violet Cieslik
  Non-Presenting Author

• Moira Hood
  Non-Presenting Author