Skala Samoregulacji Uczenia się (SSU) – narzędzie do badania poziomu samoregulacji uczenia się uczniów w edukacji przedmiotowej

Abstract

The article presents the concept of self-regulated learning as a key competence of a fourth grade student entering subject education. The increased number of school subjects and growing requirements for the student make it necessary to organise one’s own learning process well. The presented concept, based on the model of self-regulated learning according to Monique Boekaerts, indicates its complexity and the presence of both cognitive and motivational components. Based on the Monique Boekaerts model of self-regulation, a tool was constructed to test the level of self-regulated learning for students at the stage of subject education. The tool enables testing the level of self-regulation of learning and may be of significant importance in building awareness of self-regulation of learning and its development. The Self-Regulated Learning Questionnaire (SRLQ) consists of 34 items and has a Likert-type response format. The examined person marks their degree of consent or disagreement with each of the statements on a 4-point scale. The tool has been subjected to validation tests. The analysis of the reliability of the test items included in the Self-Regulated Learning Questionnaire showed that the reliability of the tool is satisfactory and amounts for the entire scale: α = 0.91, for the motivational subscale α = 0.87, and for the cognitive subscale α = 0.82.