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Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments

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Abstract

The growing interest in the field of learning strategies has led to an increasing number of studies and, with that, the development of numerous instruments to measure the use of self-regulated learning (SRL) strategies. Due to the complexity of this research field, the types of assessment methods are diverse. For this reason, we conducted a systematic review of self-report instruments that measure SRL in higher education and highlight their main characteristics. In doing so, we applied the general principles of systematic reviewing—we conducted a systematic search of established psychological and educational databases with previously defined inclusion criteria and applied a multistage filtering process. In an additional step, we examined a subsample of nine established instruments in terms of their implementation characteristics, psychometric properties, and additional characteristics. The results illustrate the distribution of self-report instruments used in higher education and point to a growing use of course- or domain-specific questionnaires over the past decades as well as a lack of emotional and motivational regulation scales.

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Acknowledgement

The authors would like to thank the anonymous reviewers for their valuable comments and suggestions to improve the quality of the paper.

Conflicts of interest

The authors declare that they have no conflict of interest.

Compliance with ethical standards

This research was supported by grants from the German Federal Ministry of Education and Research (BMBF). The authors declare that they have no conflict of interest. The research did not involve any human participants or animals.

Funding

This research was supported by grants from the German Federal Ministry of Education and Research to Bernhard Schmitz (01 PK11020B) for the collaborative research project “PRO-SRL—Product- and process-oriented modeling and assessment of self-regulation competencies in tertiary education”.

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  1. Institute of Psychology, Technische Universität Darmstadt, Alexanderstr. 10, 64283, Darmstadt, Germany

    Anne Roth, Sabine Ogrin & Bernhard Schmitz

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  1. Anne Roth
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Correspondence to Anne Roth.

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Roth, A., Ogrin, S. & Schmitz, B. Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments. Educ Asse Eval Acc 28, 225–250 (2016). https://doi.org/10.1007/s11092-015-9229-2

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