A Factor Analytic Study of the Self-Regulated Learning Inventory.

Autor/inn/en	Gordon, Wayne I.; und weitere
Titel	A Factor Analytic Study of the Self-Regulated Learning Inventory.
Quelle	(1996), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cognitive Processes; Factor Analysis; Factor Structure; Grade Point Average; Graduate Students; Higher Education; Learning Strategies; Metacognition; Models; Test Construction; Test Reliability; Undergraduate Students + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive process; Kognitiver Prozess; Faktorenanalyse; Faktorenstruktur; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell; Testaufbau; Testreliabilität
Abstract	The Self-Regulated Learning Inventory was developed to help researchers and teachers understand the concept of self-regulated learning and to provide a tool for identifying behaviors students need for academic success. Version One of the instrument contained 71 items representing the factors of metacognition, learning strategies, motivation, contextual sensitivity, and environmental control/utilization. Following a pilot study with responses of 104 undergraduates, a second version was constructed based on a formalized provisional model of self-regulated learning. A number of unpublished studies were conducted to evaluate Version Two, and these led to the construction of a third version based on a four-factor model of executive processing, cognitive processing, motivation, and environment control/utilization. Version 3 contained 80 items, divided evenly among the 4 subscales. Testing with 219 undergraduates and 62 graduate students supported the reliability of the version. Separate factor analyses for graduate and undergraduate students supported a four-factor solution in either case. Results from this study suggested a strong relationship between self-regulated learning and grade point average. (Contains 7 tables, 1 figure, and 18 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC