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Date of Award
2018
Document Type
Restricted Thesis: Campus only access
Degree Name
Bachelor of Arts
Department
Psychology
Abstract
Self-regulated learning is an important process, especially in the undergraduate academic environment, that contributes to one's overall achievement of academic success. There are existing related measures of self-regulated learning; however, these measures cost money, are narrow in scope, or consist of items that are too broad to be helpful in pinpointing specific areas of self-regulated learning that require improvement. The current study proposes a self-report measure for self-regulated learning constructed in response to these aforementioned issues. The self-report measure was developed based on a cyclical 3-stage model of self-regulated learning, and administered in two varying response formats (general and time specific). 124 undergraduate students completed the study providing data for reliability and validity analysis. Reliability and convergent validity of the overall self-report measure for self-regulated learning was good; however, lower reliability and validity of specific subscales suggest that some subscales of the self-report measure need re-evaluation and further improvement before the self-report measure can be administered and utilized to help students improve their academic performance in formal academic environments.
Recommended Citation
Aste, Melissa, "A self-report measure for self-regulated learning in the undergraduate student population" (2018). Honors Theses. 1311.
https://scholarship.richmond.edu/honors-theses/1311