Carlo Magno, PhD De La Salle University, Manila

ASSESSING SELF-REGULATION: THE ACADEMIC SELF-REGULATED LEARNING SCALE

Self-regulation
Self-regulated learners are active, goaldirected, and personally responsible for their own learning. Self-generated thoughts, feelings, and actions that are cyclically adapted to achieve ones personal goals (Zimmerman, 2002, p. 65).

(1) Self-regulated Learners

Construction workers pour cement outside the classroom, clearly visible through the windows, Vincent manages to ignore this interesting scene and focus on his work.

(2) Self-regulated Learners 14-year old Rosalind practices her piano scale exercises, even though shed rather hang out with her friends, because she dreams of playing Chopin.

(3) Self-regulated Learners

Malik has been building a block structure for five minutes, when another preschooler walks by and accidentally knocks it over. Malik manages to swallow his disappointment and starts to build the structure again.

SRL Skills
Set specific goals for themselves Adapting powerful learning

strategies for attaining the goals Monitoring ones performance for signs of progress Restructuring ones physical and social context to make it compatible with ones goal. Managing ones time efficiently Self-evaluating ones methods Attributing causations to results Adapting future methods

Phases and subprocesses of self-regulation

Performance Phase Self-control

Imagery Self-instruction Attention focusing Task strategy

Self-observation

Self-recording Self-experimentation
Forethought Phase Task Analysis Self-reflection Phase Self-Judgment

Goal-setting Strategic planning

Self-motivational beliefs

Self-evaluation Causal Attribution

Self-reaction

Self-efficacy Outcome expectations

Self-satisfaction Adaptive defensive

How do we activate SRL?

Activation selfdetermination, disengagement, initiative, and persistence Inhibition anxiety, worry, thought suppression, and fear of negative evaluation

+
Self-regulation

Source: Magno, C. (2009). Functions of activating and inhibiting self-regulated learning. Dudweiler Landstr. 99, 66123 Saarbrcken, Germany: LAP Lambert Academic Publishing AG & Co.

SRL Activation and Inhibition Model

Inhibition anxiety, worry, thought suppression, and fear of negative evaluation (-) If activation is low Self-regulation

Inhibition anxiety, worry, thought suppression, and fear of negative evaluation

No effect If activation is high Self-regulation

Source: Magno, C. (2009). Functions of activating and inhibiting self-regulated learning. Dudweiler Landstr. 99, 66123 Saarbrcken, Germany: LAP Lambert Academic Publishing AG & Co.

Why assess self-regulated learning in schools?

Issue: Most schools base their

major decisions and interventions on results of achievement, aptitude, and diagnostic tests that are based on ability of students. Most assessment of learning is focused as an outcome and not as a process. Most of the assessment is focused on ability as a construct and not on certain cognitive and strategic processes of students thinking.

Protocols in Assessing SRL

Questionnaires Structured interview

Teacher judgment Think aloud techniques Error detection tasks Observation of performance

Self-Regulated Learning Interview Schedule (SRLIS)

Zimmerman and Martinez Pons (1986) developed the SRLIS 14 prompts asked among college students from different learning contexts.
Self-evaluation Environmental structuring Organizing and transforming Self-consequences Goal-setting and planning Seeking information Keeping records and monitoring Rehearsing and memorizing Seeking social assistance Reviewing records

Self-Regulated Learning Interview Schedule (SRLIS)

SRLIS responses were differentiated for low

and high achievement groups Participants responses in the high achievement group were rated higher on the 14 SRLIS categories The ratings for the 14 categories significantly predicted the achievement test scores using the MAT:
= .44, R=.56 for predicting the English subtest = .41, R=.55 for predicting the Math subtest

Self-Regulated Learning Interview Schedule (SRLIS)

Self-efficacy for self-regulated learning (Zimmerman, Bandura, & Martinez-Pons, 1992). SRLIS was used by teachers to

observations students' self-regulated learning performances in classroom situations (Zimmerman & Martinez-Pons, 1988).

Academic Self-regulated Learning Scale

SRLIS was adapted for higher education students in the National Capital Region

(Philippines) N=1454 college students from different colleges and universities in NCR. The responses from the SRLIS was classified according to the 14 categories by Zimmerman and Martinez-Pons Items were created based on the responses extracted for each category

Adapted SRLIS for Filipino College Students

Self-regulation Component Rehearsing and memorizing Prompt Assume your teacher is discussing with your class the history of the Philippine revolution. Your teacher says that you will be tested on the topic the next day. What method will you use to help you learn and remember the information being discussed? Assume your teacher asked your class to write a short paper on a topic on the history of your school. Your score on this paper will affect your course card grade. In such cases, what method in particular will help you plan and write your paper?
Teachers usually expect much accuracy with students math home work. Many of these assignments must be completed without the help of the teacher. What particular method do you use when you dont understand a math problem when youre already at home?

Organizing and transforming

Seeking information

Self-evaluation

When completing homework assignments such as science reports or English grammar exercises, what method do you use in particular for checking your work after it is finished?

Adapted SRLIS for Filipino College Students

Goal-setting and planning Most teachers give important tests at the end of the semester/term, and these tests greatly affect course grades. What particular method do you use for preparing for these tests? When taking a test in school, what particular method do you use for obtaining as many correct answers as possible? Many times students have difficulty completing homework assignments because there are other more interesting things they would rather do, such as watching TV, daydreaming, or talking to friends. What particular method do you use to motivate yourself to complete your homework under these circumstances?

Keeping records and monitoring Self-consequencing

Environmental structuring

Some students find it easier if they can arrange the place where they study. What particular method do you use for arranging the place where you study?

Academic Self-regulated Learning Scale

111 items were administered to N=222

college students Principal Components Analysis were conducted Seven factors were extracted that accounts for 42.54% of the total variance.

Academic Self-regulated Learning Scale

Seven factors of academic self-regulated learning for Filipino learners (Magno, 2009) :
Memory strategy Goal-setting Self-evaluation Seeking assistance Environmental structuring Learning responsibility Organizing

Academic Self-regulated Learning Scale

With N=309 participants, the seven factors were confirmed in a measurement model

with good fit (RMR=.02, GFI=.94, CFI=.91) Convergent validity was also established where all factors increase with each other The items also showed adequate fit using the one-parameter Rasch model with acceptable item characteristic curves (ICCs).

A-SRL-S
Subscales M Varianc e
Cronbachs Alpha

No. CFA Person Item of Standardiz Reliabili Reliabili item ed ty ty s Parameter estimate 14 5 12
8

Memory Strategy Goal-setting Self-evaluation

Seeking assistance

2.53 2.73 2.84

3.12

.81 .99 .70

.68

.82 .87 .84

.74

.70*** .54*** .69***

.62***

.76 .42 .80

.30

.99 .80 .84

.97

Environmental structuring Responsibility Organizing

2.82

.94

.73

.51***

.34

.95

2.95 3.26

.69 .69

.75 .78

5 6

.68*** .65***

.27 .71

.97 .77

Convergent Validity of the Subscales of the ASRL-S

(1)
(1)

(2)
---

(3)

(4)

(5)

(6)

(7)

Goal-setting
(2)

--0.52***

Memory Strategy
(3)

Self-evaluation
(4)

0.32*** 0.27*** 0.25*** 0.28*** 0.42***

0.55* ** 0.39* ** 0.27* ** 0.43* ** 0.43* **

--0.49*** 0.35*** 0.48*** 0.35*** --0.31 *** 0.44 *** 0.41 *** --0.41 *** 0.38 *** --0.51 *** ---

Seeking Assistance
(5)

Environmental Structuring
(6)

Responsibility
(7)

Organizing

Academic Self-regulated Learning Scale

All the rest of the factors were consistent with

Zimmerman and Martinez-Pons factors of self-regulation. A new factor emerged from the study: Learning responsibility Items:

Rechecking homework if it is done correctly Doing things as soon as the teacher gives the task Concern with deadlines Prioritizing schoolwork Finishing all schoolwork first

Responsibility for learning - Learners liability,

accountability, and conscientiousness of the learning task and learning experience

Academic Self-regulated Learning Scale

Construct validity of the A-SRL-S The SRLIS were further validated with the

MSLQ and LASSI MSLQ and LASSI are the usual measures of self-regulation across a wide range of studies. N=755 college students in NCR

Academic Self-regulated Learning Scale

Academic Self-regulated Learning Scale

Academic Self-regulated Learning Scale

Academic Self-regulated Learning Scale

Academic Self-regulated Learning Scale

Academic Self-regulated Learning Scale

Predictive validity of the A-SRL-S The use of self-regulation strategy is deemed

effective when it results to students achievement such as increase in their grades (Kitsantas, Winsler, & Hui, 2008; Stumpf & Standley, 2002; Tuckman, 2003; Zwick & Sklar, 2005). Consistent effect size in a metanalysis study by Dignath and Buttner (2008). N=2052 college students Grades were standardized for all scores

Academic Self-regulated Learning Scale

Academic Self-regulated Learning Scale

2=6671.40, df=21, NFI=92. RFI=.99, IFI=.92, TLI=.93, CFI=.92, and RMSEA=.03.

Other studies:
The effect of instruction on the A-SRL-S (Ramos

& Tolentino-Annonuevo, 2011) Engagement-promoting teacher instructional style:

Teacher Autonomy (Reeve, Jang, et. a., 2004) Nurturing students intrinsic motivation Use of non-controlling informational language Acknowledge the students point of view Teacher Structure (Skinner & Belmont, 1993) Presents clear, understandable, explicit and detailed directions Offers a program of action to guide students ongoing activity Offers constructive feedback

The scales were administered to 333 participants

Other studies:

All seven factors of the A-SRL-S were significantly correlated with teacher autonomy and support. SEM was used to test the effect of TIS on ASRL-S. 2 = 74.274, df =26 McDonald Noncentrality= 0.95 PGI=.951 Adjusted PGI=.915

Other studies:
E7 E8 E9
TRG_SI
MSI_F MSI_V

.84

.93

.86
F1

E1 E2

AUTO_1 AUTO_2 AUTO_3

.68

SITUATIONAL INTEREST

REM_FACT

H1 H2 H4

.19

.50 .53
REM_CNP

.70
.75

.58
.16
AUTONOMY SUPPORTIV E BEHAVIOR ACHIEVEMENT

E3
E4

.70
AUTO_4 . 66

.34 .20
.29

.52 .67 ANA_CNP

CRT_PRD

H5

E5 E6

.65
AUTO_5 AUTO_6

F3
SRL_STRATEGIES
F2

.71

.72

.78

.77
SK_AS

.75

.77

.79

MEM_ST

GOL_SET

SF_VL

ENVI_ST

LN_RS

ORG_ST

D2

D3

D4

D5

D6

D7

D8

Effect of Autonomy supportive, situational interest and SRL on achievement in Math (Riva) Indirect effect from autonomy to achievement via A-SRL-S has an explained variance of 5.8%

Total indirect effect including situation interest is 16.71% explained variance

A-SRL-S with other factors

Responsibility for Learning

A-SRL-S

Grades

Individuals who are more responsible for their learning are better able to self-regulate to achieve in school/

A-SRL-S and Learning strategies on School Ability

Both A-SRL-S and learning strategies did not significantly predict students school ability (OLSAT) A-SRL-S converged significantly with learning strategies

A-SRL-S with other factors

Prior School Ability Academic delay of gratification

A-SRL-S

Grades

The prediction from ADOG to SRL resulting to students

achievement is better mechanized when individuals have high levels of ability in schools

Implications
1. Self-regulation will work better if it is taught inside the classroom. 2. Teachers gain several insights on how students approach information when selfregulation is properly assessed

 Self-regulation is a fusion of skill and will, inferred by metacognition from self and others and is fueled by affect and desire.

You can download this slide at:

http://www.scribd.com/doc/81278771