Abstract
Given the potential role of self-regulated learning (SRL) for enhancing practice and expertise development, we aimed to advance a valid and reliable athlete self-report measure of SRL for sport practice. We built on Toering et al. (2012a) initial SRL instrument along with Bartulovic et al. (2017) sport-specific modifications, and created new items to extend the conceptual breadth of the subscales. With a multi-sport sample of 482 athletes (Mage = 26.45, SD = 12.66; 55% female), two analytic phases tested (1) the factorial validity of the initial and the extended inventories, and (2) criterion validity, by examining how SRL scores distinguished skill groups ranging from local to international competitive levels. In Phase 1, the initial measurement model demonstrated psychometric concerns and we opted to pursue a refined model. The extended model demonstrated acceptable factorial validity but resulted in the fewest subscales. In Phase 2, subscales scores from all three models generally distinguished international-level senior (18 + years) athletes from lesser-skilled groups. Integrating the psychometric evidence and between-group effects across the initial, refined, and extended models, we conclude that the refined inventory, the Self-Regulated Learning for Sport Practice (SRL-SP) survey, is the preferred instrument.
Highlights
Self-regulated learning (SRL), how athletes manage themselves and efforts/activities in learning contexts, refers to a set of psychological processes that are expected to contribute to optimal conditions for sport practice (Tedesqui and Young, 2015)
The confirmatory factor analysis (CFA) resulted in acceptable fit: χ2(545) = 1042.05, p < 0.001; root mean square error of approximation (RMSEA) = 0.043 [0.039–0.047]; comparative fit index (CFI) = 0.923; Tucker-Lewis Index (TLI) = 0.916
Inter-scale correlations revealed that evaluating was very highly correlated with reflecting and with self-monitoring, a concern corroborated by an maximum shared variance (MSV) of 1.00 for evaluating and self-monitoring
Summary
Self-regulated learning (SRL), how athletes manage themselves and efforts/activities in learning contexts, refers to a set of psychological processes that are expected to contribute to optimal conditions for sport practice (Tedesqui and Young, 2015). To better understand the interplay between quality sport practice and skill acquisition trajectories (Young and Baker, 2017), research requires valid and reliable measures of SRL. We aimed to advance this research by testing the reliability, factorial, and criterion validity of a scale that assesses facets of SRL that may pertain to expert development. SRL focuses on how learners actively manage their own learning via planning, monitoring, and adapting sub-processes (Winne and Hadwin, 1998; Zimmerman, 1998, 2000). Varied perspectives on SRL share at least four important assumptions (Pintrich, 2000): (a) learners are active agents in their learning processes; (b) learners can control their cognition, motivation, behavior, and some
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