Gregory L. Callan

Student Self-Regulated Learning in an Urban High School: Predictive Validity and Relations Between Teacher Ratings and Student Self-Reports

This study examined the predictive validity of a teacher rating scale called the Self-Regulation Strategy Inventory–Teacher Rating Scale (SRSI-TRS) and its level of convergence with several student self-report measures of self-regulated learning (SRL). Eighty-seven high school students enrolled in one of four sections of a mathematics course in an urban high school and one mathematics teacher participated in the study. Correlation analyses revealed moderate correlations between the SRSI-TRS and self-report questionnaires targeting students’ motivation beliefs (i.e., mathematics interest) and regulatory behaviors in mathematics. Students’ self-efficacy perceptions correlated with all SRL and achievement measures, but not the SRSI-TRS. Hierarchical regression analyses showed that the SRSI-TRS emerged as the primary SRL predictor of achievement although student reports of their maladaptive SRL behaviors was a significant predictor in the final model.

Examining the Level of Convergence Among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire:

This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report questionnaire targeting similar strategic behaviors. Using a sample of 49 college students, we found that SRL microanalytic self-reflection measures evidenced high inter-correlations and demonstrated medium to large relations with self-efficacy and achievement, respectively. Although non-significant relations were observed between a microanalytic strategy measure and a SRL self-report questionnaire, the microanalytic measure was shown to be a more robust predictor of future performance in the college course. Consideration for the types of scoring procedures used with microanalysis and the implications and limitations of our results are also discussed.

Multidimensional Assessment of Self-Regulated Learning With Middle School Math Students.

This study examined the convergent and predictive validity of self-regulated learning (SRL) measures situated in mathematics. The sample included 100 eighth graders from a diverse, urban school district. Four measurement formats were examined including, 2 broad-based (i.e., self-report questionnaire and teacher ratings) and 2 task-specific measures (i.e., SRL microanalysis and behavioral traces). Convergent validity was examined across task-difficulty, and the predictive validity was examined across 3 mathematics outcomes: 2 measures of mathematical problem solving skill (i.e., practice session math problems, posttest math problems) and a global measure of mathematical skill (i.e., standardized math test). Correlation analyses were used to examine convergent validity and revealed medium correlations between measures within the same category (i.e., broad-based or task-specific). Relations between measurement classes were not statistically significant. Separate regressions examined the predictive validity of the SRL measures. While controlling all other predictors, a SRL microanalysis metacognitive-monitoring measure emerged as a significant predictor of all 3 outcomes and teacher ratings accounted for unique variance on 2 of the outcomes (i.e., posttest math problems and standardized math test). Results suggest that a multidimensional assessment approach should be considered by school psychologists interested in measuring SRL.