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Development of the self-regulated learning teacher belief scale

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Abstract

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools.

Résumé

Le but de cette étude était de décrire le développement ainsi que les caractéristiques psychométriques de la Self-Regulated Learning Teacher Belief Scale (SRLTB). La SRLTB est une échelle de 10 questions qui mesure les convictions des professeurs concernant l'introduction d'apprentissage indépendant (SRL) dans l'éducation primaire. Le processus de développement des questions et de l'échelle, et d'autre part la procédure de test et de raffinement d'échelle sont présentés. Une analyse factorielle exploratoire (EFA) a révélé une structure unifactorielle représentant la disposition des professeurs (n=399) à l'apprentissage indépendant dans l'école primaire. Ensuite, une analyse Rasch a montré que l'échelle obtient des indices d'ajustement satisfaisants pour le modèle unidimensionnel considéré. Les résultats des analyses factorielles confirmatoires sur un second échantillon (n=553) ont confirmé la structure proposée. Finalement, l'article conclue avec quelques implications pratiques et limitations de l'étude. En général, la SRLTB peut être considérée comme un instrument utile pour examiner convictions des professeurs concernant des pratiques d'apprentissage indépendant au niveau de l'éducation primaire.

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Authors and Affiliations

  1. Department of Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussels, Belgium

    Koen Lombaerts, Free De Backer & Nadine Engels

  2. Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000, Ghent, Belgium

    Johan van Braak

  3. Faculty of Education, University of Technology Sydney, PO Box 123, 2007, Broadway, Australia

    James Athanasou

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Lombaerts, K., De Backer, F., Engels, N. et al. Development of the self-regulated learning teacher belief scale. Eur J Psychol Educ 24, 79–96 (2009). https://doi.org/10.1007/BF03173476

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