Social Validity Perceptions of the Self-Regulation Empowerment Program (SREP): A Qualitative Investigation

Abstract

Abstract The overall purpose of the current paper was to examine the social validity perceptions of middle school students and school personnel (i.e., school psychologist, counselors, assistant principal) regarding the importance of effects and appropriateness of an academic, self-regulated learning (SRL) intervention called the Self-Regulation Empowerment Program (SREP). Based on qualitative data gathered from a free-response question with students and multiple focus groups with SREP coaches (i.e., school personnel), the study provided support for the premise that SREP has a positive effect on middle school students’ motivational and strategic skills. Although the coaches noted a few important logistical and contextual challenges when implementing SREP, they underscored three essential components (i.e., planning, strategy training, reflection) but focused most heavily on the value of reflection activities. This study highlights the importance of gathering social validity data from key stakeholders within school contexts, as well as the relevance of using multi-source, multi-method social validity assessment approaches. Implications for school personnel and school-based assessment practices are underscored.