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Validation of the self-regulation strategies inventory
Descriptive
TitleInfo
Title
Validation of the self-regulation strategies inventory
SubTitle
parent rating scale
Name
(type = personal)
NamePart
(type = family)
Lubin
NamePart
(type = given)
Audrey Ruth
DisplayForm
Audrey Ruth Lubin
Role
RoleTerm
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author
Name
(type = personal)
NamePart
(type = family)
Cleary
NamePart
(type = given)
Timothy J
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Timothy J Cleary
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Forman
NamePart
(type = given)
Susan G
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Susan G Forman
Affiliation
Advisory Committee
Role
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(authority = RULIB)
co-chair
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
Genre
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theses
OriginInfo
DateCreated
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2015
DateOther
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(type = degree)
2015-10
CopyrightDate
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(qualifier = exact)
2015
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
The current dissertation gathered empirical evidence of convergent and predictive validity for the Self-Regulation Strategies Inventory – Parent Rating Scale (SRSI-PRS), which measures parents’ perception of their child’s use of self-regulated learning (SRL) strategies during mathematics activities. The SRSI-PRS, which is part of the larger SRSI scale system incorporating a teacher version (SRSI-TRS) and a student version (SRSI-SR), was administered as part of a longitudinal study with middle school students that also included the SRSI teacher and student versions and three student motivational measures (self-efficacy, task interest, and perceived responsibility). Participants included 105 7th and 8th grade parents and their respective students and students’ teachers from a Northeastern suburban school district. Convergent validity was examined by assessing Pearson’s correlations between: (a) SRSI-PRS subscales, the SRSI-TRS, and SRSI-SR subscales, and (b) SRSI-PRS subscales and the three types of motivational beliefs. Hierarchical regression analyses were used to examine the unique variance that the SRSI-PRS accounted for when predicting students’ academic achievement. Two regression analyses were conducted across two different measures of academic achievement: (a) standardized test scores and (b) course grades. In terms of convergent validity evidence, the results showed that the three SRSI-PRS subscales exhibited medium and statistically significant relations with the SRSI-TRS, and small to medium statistically significant relations with the three SRSI-SR subscales and student self-efficacy. Additionally, two of the SRSI-PRS subscales displayed statistically significant, albeit small, relations with student’s task interest, but none of the SRSI-PRS subscales exhibited significant relations with the student’s perceived responsibility scale. Finally, there were mixed results regarding the predictive validity of the SRSI-PRS. The SRSI-PRS composite accounted for unique variance (R2 = 4.4%) in course grades, but did not account for any unique variance in predicting standardized mathematics test scores after controlling for student and teacher ratings.
Subject
(authority = RUETD)
Topic
School Psychology
Subject
(authority = ETD-LCSH)
Topic
Academic achievement
Subject
(authority = ETD-LCSH)
Topic
Students--Self-rating of
RelatedItem
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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ETD_6412
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (ix, 102 p. : ill.)
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Audrey Ruth Lubin
RelatedItem
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T35D8TS2
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Lubin
GivenName
Audrey
MiddleName
Ruth
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(point = start)
2015-04-15 22:39:53
AssociatedEntity
Name
Audrey Lubin
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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