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A psychometric study of the Self-Regulation Strategy Inventory – Teacher Rating Scale

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Title
A psychometric study of the Self-Regulation Strategy Inventory – Teacher Rating Scale
Name (type = personal)
NamePart (type = family)
Schnaidman
NamePart (type = given)
Bracha
NamePart (type = date)
1990-
DisplayForm
Bracha Schnaidman
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Cleary
NamePart (type = given)
Timothy J.
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Timothy J. Cleary
Affiliation
Advisory Committee
Role
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chair
Name (type = personal)
NamePart (type = family)
Kettler
NamePart (type = given)
Ryan J.
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Ryan J. Kettler
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
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school
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Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2018
DateOther (qualifier = exact); (type = degree)
2018-08
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2018
Place
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xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The 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.
Subject (authority = RUETD)
Topic
School Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_9107
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 101 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = LCSH)
Topic
Learning
Subject (authority = LCSH)
Topic
Academic achievement
Note (type = statement of responsibility)
by Bracha Schnaidman
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T30C509T
Genre (authority = ExL-Esploro)
ETD doctoral
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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Schnaidman
GivenName
Bracha
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2018-07-23 22:02:02
AssociatedEntity
Name
Bracha Schnaidman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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Type
License
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Author Agreement License
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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

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2018-07-23T21:58:33
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2018-07-23T21:58:24
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