Slovenian Validation of the Children's Perceived Use of Self-Regulated Learning Inventory.

Luka Komidar,Alenka Kavčič,Matevž Pesek,Cirila Peklaj,Ciril Bohak,Sonja Pečjak,Tina Pirc,Aleš Hladnik,Katja Depolli Steiner,Anja Podlesek,Matija Marolt,Melita Puklek Levpušček,Žiga Lesar,Bojana Boh Podgornik,Alenka Gril

doi:10.3389/fpsyg.2021.730386

Luka Komidar, Alenka Kavčič + Show 13 more

Open Access

https://doi.org/10.3389/fpsyg.2021.730386

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Abstract

The importance of self-regulated learning (SRL) has increased during the COVID-19 pandemic and measures for assessing students’ self-regulation skills and knowledge are greatly needed. We present the results of the first thorough adaptation of the Children’s Perceived use of Self-Regulated Learning Inventory (CP-SRLI). The inventory, consisting of 15 scales measuring nine components of SRL, was administered to a sample of 541 Slovenian ninth graders. Confirmatory factor analyses supported internal structure validity of most components, but two components required some structural modifications. Internal consistency coefficients were acceptable for the majority of scale scores and were highly comparable to the original ones. While metric invariance across gender was confirmed, the scalar invariance of some scales needs further examination. Meaningful correlations with relevant externally assessed and self-reported self-regulation and school performance variables indicated good criterion validity of the inventory. The Slovenian version of the CP-SRLI thus proved to be a sufficiently valid and reliable instrument for assessing pupils’ learning self-regulation.

Highlights

The COVID-19 pandemic profoundly changed our lives, which was evident in the area of education
Internal structure validity of the Children’s Perceived use of Self-Regulated Learning Inventory (CP-SRLI) components was assessed by single-group confirmatory factor analyses
Model fit was satisfactory for Task Orientation, Planning, Motivational Strategies, Monitoring, Persistence, and Self-Evaluation (Table 3), while the fit of other components (Motivation, SelfEfficacy, and Learning Strategies) required further inspection. The items, their standardized loadings, and descriptive statistics are presented in Supplementary Table 1, and the correlations between the CP-SRLI scale scores are presented in Supplementary Table 2

Summary

Introduction

The COVID-19 pandemic profoundly changed our lives, which was evident in the area of education. Many countries had to change their entire education system to distance learning for several months during the first and second waves of the pandemic. In this situation, students faced enormous challenges regarding their learning. Classes moved to the online environment, the amount of written communication increased tremendously, they had to use more digital sources, the opportunities to get immediate help from their teachers decreased, they had to plan their own school day, and avoid various distractions in their home environment. The novelty and stressfulness of this situation emphasized the importance of self-regulated learning (SRL). To help students become successful self-regulated learners, we need valid and reliable tools to assess their strengths and weaknesses in SRL, especially for students in elementary and secondary schools who are still developing such skills

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