Validating a Self-Regulated Learning Teaching Scale for Early Childhood Education

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Exploring Equity and Fairness in Educational Measurement (Table 39)

Abstract

The study developed and validated a self-regulated learning (SRL) teaching scale. Teachers’ role in children’s SRL has been addressed in past research. However, a practical framework to evaluate preschool teachers’ effectiveness in facilitating children’s SRL with sufficient psychometric evidence has not been made available. The present study constructed a scale with 6 factors, including task analysis, self-motivation beliefs, self-control, self-observation, self-judgment, and self-reaction, with a satisfactory fit. The scale was found significantly correlated with teacher self-efficacy. Overall, the findings support the further development of the scale to assess teaching practice in early childhood education while emphasizing the need for more empirical research on promoting children’s SRL.

Authors

• Barry Bai, Chinese University of Hong Kong

• Jing Li, The Chinese University of Hong Kong

• Youyan Nie, National Institute of Education - Nanyang Technological University

• Bin Shen, Fuzhou University

• Huan Song, Beijing Normal University

• Feng Xiong, National Institute of Education - Nanyang Technological University

• Grace Chih Nuo Chao, Caritas Institute of Higher Education