Schnaidman, Bracha. A psychometric study of the Self-Regulation Strategy Inventory – Teacher Rating Scale. Retrieved from https://doi.org/doi:10.7282/T30C509T
DescriptionThe current study examined the reliability and validity of the Self-Regulation Strategy Inventory – Teacher Rating Scale (SRSI-TRS), a measure used to assess teacher perceptions of students’ use of self-regulated learning (SRL) in a classroom context. The SRSI-TRS is part of the larger SRSI assessment system that also includes a student self-report questionnaire (SRSI-SR) and a parent rating scale (SRSI-PRS). Data from 343 seventh- and eighth-grade students was used for this study. The data was collected as part of a larger longitudinal study examining the relations between students’ SRL, motivation, background variables, and academic performance. The measures in the current study included the SRSI-TRS, the SRSI-SR, and a student version of the SRSI-TRS (STRS). The STRS had the same items as the teacher rating scale, but was reworded in first person to reflect students’ perspective. Construct validity of the SRSI-TRS was examined used principal axis factoring analysis. Results yielded a two factor structure with subscales which paralleled subscales from the SRSI-SR and the SRSI-PRS. Interrater reliability was examined using data from a subsample of students who had ratings completed independently by two teachers. Pearson correlations and mean differences between scores indicated high levels of agreement between teachers. Finally, correlations were used to examine convergent validity between the SRSI-TRS and the two student self-report measures. The SRSI-TRS was found to have statistically significant small to medium correlations with the SRSI-SR and STRS. The SRSI-TRS did not have a significantly higher correlation with the STRS, indicating that teachers and students do not show high levels of agreement even when both are rating behaviors in the same context. The results of this study provide preliminary support for use of the SRSI-TRS as a valid and reliable measure of teacher perceptions of student SRL. The study also highlights areas for future research for the SRSI-TRS and SRL assessment in general.