Validation of instruments for measuring individual differences in self-regulated learning, 2019: Pilot study
08. 12. 2022
Author of
Research: Depolli Steiner Katja, Komidar Luka, Pečjak Sonja, Pirc Tina, Podlesek
Anja, Puklek Levpušček Melita, Peklaj Cirila, Gril Alenka, Bohak Ciril, Kavčič
Alenka, Lesar Žiga, Marolt Matija, Pesek Matevž, Boh Podgornik Bojana and
Hladnik Aleš
Year of Research: 2019
Key words: self-regulated
learning; metacognitive knowledge; cognitive strategies; metacognitive
strategies; motivational strategies; motivation; learning outcomes; school;
pupil; learning; strategies; achievement;
In the framework of
the ARRS project "Effectiveness of different types of learning supports in
the self-regulation of e-learning (J5-9437)", a pilot study was carried
out in 2019 to test three instruments to identify individual differences in the
self-regulation of learning. The researchers investigated how each type of
learning support affects the performance of e-learning and whether the
effectiveness of each type of learning support depends on the learner's
individual characteristics (ability, background knowledge, self-regulatory
competences). The study translated and adapted the Children's Perceived use of
Self-Regulated Learning Inventory (CP-SRLI; Vandevelde, Van Keer and Rosseel,
2013) questionnaire to ask students about their use of different strategies
when working for school. The Slovenian version of the questionnaire includes 15
scales in nine domains, with responses on a five-point scale. All participants
in the pilot study, i.e. 314 pupils in Year 9 of primary school, took part in
the first part. The project also developed two instruments to measure
metacognitive knowledge in an e-learning environment. The first tool consists
of an open-ended question about how they should learn in order to be able to
learn the material as well as possible (e-learning unit). The second tool is a
closed-ended questionnaire that asks students about the effectiveness of eight
suggested cognitive strategies in learning from e-materials (5-point scale).
Half of the participants in the pilot study answered questions from one
questionnaire, the other half from the other. The instruments from the pilot
study were later used in the main study, which took place in 2021. The pilot
study consists of two data files and two questionnaires.
The study was carried
out by the authors from the Faculty of Arts, the Faculty of Computer Science
and Informatics and the Faculty of Natural Sciences and Engineering, the
University of Ljubljana and the Pedagogical Institute.
More information about
the research can be found in the ADP Catalogue.
Depolli Steiner, K., Komidar, L., Pečjak, S., Pirc, T., Podlesek, A., Puklek Levpušček, M., Gril, A., Bohak, C., Kavčič, A., Lesar, Ž., Marolt, M., Pesek, M., Boh Podgornik, B., Hladnik, A. and Peklaj, C. (2022). Validation of instruments for measuring individual differences in self-regulated learning, 2019: Pilot study [Data file]. Ljubljana: University of Ljubljana, Slovenian Social Science Data Archives. ADP - IDNo: IRSUP19. https://doi.org/10.17898/ADP_IRSUP19_V1
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