The Development and Validation of the Efficacy as a Learner Scale for Teachers (EaRLS-T)

• In Event: AERA Graduate Student Research-in-Progress Session 3
  In Roundtable Session: Critical Questions in Research Measurement and Methodology: Scale Development, Efficacy Validation, and Racial Justice (Table 4)

Abstract

Teachers are vital in the development of student self-regulated learning; however, to effectively support student SRL behaviors, teachers need to be able to display a level of self-efficacy as self-regulated learners. Therefore, a novel measure is needed to capture teacher's beliefs around their capabilities to engage in self-regulated learning behaviors. Using Gehlbach and Brinkworth's (2011) roadmap for instrument development and validation, this present study aims to develop and validate the Efficacy as a Regulated Learner Scale for Teachers (EaRLS-T) through a series of cognitive interviews and expert reviews (Phase I), along with reliability, structural evidence, and construct validation (Phase II). Findings from both phases will result in the most current version of EaRLS-T. Results and implications will be discussed.

Author

• Sahar Wahidi, George Mason University