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

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2023-12-15 DOI:10.1177/07342829231221851

Meng Qi Wu, Violet V. Cieslik, Safoura Askari, Allyson F. Hadwin, Moira Hood

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引用次数: 0

Abstract

Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents’ SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents’ SRL practices and academic challenges.

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衡量加拿大青少年自我调节学习和学业挑战的复杂性

使用自我报告测量方法来研究青少年自我调节学习（SRL）的复杂性和学业挑战的研究十分有限。本研究考察了自我调节学习档案和自我诊断（SRL-PSD）工具的心理测量特性，并探讨了青少年自我调节学习和学业挑战的多重因素。参与者是来自加拿大一所中学的 358 名青少年。在为期两天、每次 25 分钟的教学过程中，通过 LimeSurvey 对学生进行了 SRL-PSD 的分量表测量。结果表明，SRL-PSD 是一种可靠有效的自我报告工具，可用于测量青少年的自学能力实践和学业挑战。同时，所有类型的自学能力实践和学业挑战都有明显的相互关联。此外，所有类型的自律学习实践与学校参与度呈正相关，而所有类型的学业挑战与学校参与度呈负相关。总之，本研究为教育工作者和研究人员提供了一种有效的自我报告测量方法，用于考察青少年的自律学习实践和学业挑战。

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.