Measuring Learner Autonomy in K-12: A Systematic Review of Assessment Instruments

• In Event: AERA Poster Session Thursday 2:15pm
  In Poster Session: Assessing and Supporting Self-Regulated Learning Across Learning Contexts

Abstract

This systematic review examines instruments measuring learner autonomy in K-12 contexts. Despite growing recognition of learner autonomy’s importance, measurement tools remain predominantly designed for university contexts, limiting their applicability to K-12 populations. We identified 31 instruments validated with K-12 learners totaling 45,019 participants. Analysis revealed significant gaps: instruments primarily address technical and psychological autonomy while neglecting the political dimension—learners’ control over learning content and pathways. Psychometric evidence showed concerning limitations. While most studies reported internal consistency and factorial validity, none provided test-retest reliability or predictive validity, and 80.65% lacked measurement invariance testing. These findings highlight the urgent need for developmentally appropriate instruments that capture the multidimensional nature of learner autonomy and demonstrate robust psychometric properties for K-12 contexts.

Authors

• Xue Wang, Johns Hopkins University

• Yinran Hao, Institute of Materia Medica, CAMS & PUMC

• Zixuan Huang, Johns Hopkins University

• Hanhui Bao, University of Tennessee

• Marcia H. Davis, Johns Hopkins University