Self-regulated learning: Validating a task-specific questionnaire for children in elementary school

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-02-17 DOI:10.1016/j.stueduc.2024.101339

R. Ebbes , J.A. Schuitema , H.M.Y. Koomen , B.R.J. Jansen , M. Zee

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引用次数: 0

Abstract

This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (N = 547, 54.7 % females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from .54 to .83, and acceptable to good composite reliability (ρ range = .75–.85). To find further validity support, the SRL scales were correlated with students’ performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.

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自我调节学习：验证针对小学儿童的特定任务问卷

本文介绍了 "认知与情绪/动机调节（CEMOR）"问卷的开发和初步验证，这是一份针对小学高年级学生的特定任务问卷，用于测量自我调节学习（SRL）。通过一个多步骤的程序，开发了 22 个项目，分为五个理论依据维度（计划、监控、认知控制、情绪/动机控制和反思）。CEMOR 被应用于数学情境中。三至六年级的儿童（人数=547，54.7%为女性）完成了 CEMOR。确认性因素分析表明，所提出的五个量表与模型的拟合度良好，因素载荷范围在 0.54 至 0.83 之间，综合信度（ρ 范围 = 0.75-0.85）良好。为了进一步证实SRL量表的有效性，我们将SRL量表与学生在数学任务中的表现、体验到的情绪以及任务过程中的动机水平进行了相关分析。大多数相关性在统计上是显著的，并且朝着预期的方向发展。因此，CEMOR 问卷有望成为一种新的小学教育 SRL 工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.