Reliability and validity of the short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale (SRL-SRS-C)

Pitkethly, Amanda; Lau, Patrick W.C.

doi:10.1080/1612197x.2015.1025810

Cited by 9 publications

(9 citation statements)

References 64 publications

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“…Second, in our six-factor model, item 10 ("While I am engaged in a practice task, I know how much of it I still have to complete") had a low factor loading (0.23) that slightly improved (0.28) in the five-factor solution. Third, in the six-factor solution the self-monitoring factor yielded poor reliability scores (see Table 4), as already found in other studies (Pitkethly and Lau, 2016).…”

Section: Discussionsupporting

confidence: 69%

“…The Self-Regulation of Learning—Self-Report Scale (SRL-SRS) developed by Toering et al [ 2012a , “ Toering et al , ( 2012a ) SRL-SRS” from now on] was the first questionnaire that has been developed and tested to detect SRL as a disposition of learners in many different domains of excellence (i.e., school, sport, and music), and its construct validity has been supported by different studies (e.g., Toering et al, 2012b ; Pitkethly and Lau, 2016 ; Ikudome et al, 2017 ). Thus, the first version of the SRL-SRS measured SRL as a disposition which a person applied to more than one context of learning.…”

Section: Introductionmentioning

confidence: 99%

“…Subsequently, Pitkethly and Lau (2016) tested the 46-item Toering et al (2012a) SRL-SRS in a Hong Kong Chinese adolescent population; the confirmatory factor analysis results suggested shortening the scale to a 32-item version, which maintained the six factors of the original model. This factor structure was also confirmed by a cross-validation analysis in a second sample of Hong Kong adolescents.…”

Section: Introductionmentioning

confidence: 99%

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The Self-Regulation of Learning – Self-Report Scale for Sport Practice: Validation of an Italian Version for Football

et al. 2021

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Self-regulation of learning (SRL) is a key psychological factor that supports young athletes aiming to reach the elite level by promoting their involvement in deliberate practice. We contributed to the validation of the Italian version of the Bartulovic et al. (2017) Self-Regulation of Learning – Self-Report Scale for Sport Practice by testing its factorial structure, reliability, and measurement invariance among elite and non-elite football players, involving 415 male professional, semi-professional, and amateur youth academy players (Mage = 16.2, SD = 1.51). The original six-factor structure (planning, reflection, effort, self-efficacy, self-monitoring, and evaluation) did not fit the data well and a five-factor solution (where self-monitoring and evaluation items load on the same factor, named “self-supervision”) was a better fit. This five-factor solution was measurement invariant across groups of elite and non-elite athletes. We found that elite athletes scored significantly higher than non-elite ones in each SRL subprocess. Implications for future validation studies and for the use of this tool are discussed.

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Self-Regulation of Learning – Self-Report Scale for Sport Practice: Validation of an Italian Version for Football

et al. 2021

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“…It has also been translated and validated in other languages including Estonian (Saks, Leijen, & Edovald, 2015), Turkish (Karadeniz et al, 2008), Chinese (Rao & Saches, 1999;Saches, Chan, & Rao, 2001), and Spanish (Ramí rez-Echeverry, Garcí a-Carrillo, & Olarte Dussan, 2016). These cultural adaptation and translation raised concerns regarding the cross-culture validity of SRL instruments that is applied in other culture and context because these instruments reflect the cultural and educational beliefs of the West (Pitkethly & Lau, 2016;Rotgans & Schimidt, 2008). Literature evidently and consistently underline the importance of addressing the transferability of the conception of SRL across cultures because adaptation and modification are necessary to generate a reliable and valid instrument that most adequately describes the learning characteristics of the target culture.…”

Section: Literaturementioning

confidence: 99%

Psychometric Properties of the Motivated Strategies for Learning Questionnaire–Chinese Learner: A Cross-Cultural Adaptation and Validation

Tong¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This study investigated the psychometric properties of an adapted Chinese version of Motivated Strategies for Learning Questionnaire (MSLQ) using exploratory factor analysis and confirmatory factor analysis. Data were collected based on 611 undergraduate students from two Chinese universities. Results suggested that cross-cultural adaptation and modification were necessary when addressing the transferability of self-regulated learning models from Western culture to Eastern culture, particularly in the Chinese educational context. Re-specified models were proposed and tested and adequate model fit indices were reported in the adapted version of MSLQ for Chinese adult learners (MSLQ-CAL) with 50 items. These modifications were discussed from theoretical and empirical perspectives.

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“…Who Identification of gifted students by teachers: Reliability and validity of the cognitive abilities and learning scale. Pitkethly, & Lau, (2016). Reliability and validity of the short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale.…”

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confidence: 99%

Test Validity and Reliability in Learning Evaluation

Erlinawati

Muslimah

2021

bce

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The evaluation aimed to get achievement in assessing an educational target by students. In terms of assessment, a quality assessment tool is needed to fulfil two things: validity and reliability. Information that lacks validity and reliability will lead to biased conclusions was not in sync with what it should be and may differ from habit. This article aimed to determine the basic concepts of the validity and reliability of tests in evaluation. This article was also written using literary study methods and qualitative approaches. The discussion of this article, namely: validity is the degree of ability of a test that measures what is to be measured in learning. There are two kinds of validity, namely logical validity and empirical validity. Four types of validity are often used: content validity, construct validity, concurrent validity, and predictive validity. At the same time, reliability is another character of the evaluation results in learning. Reliability can also be interpreted as the same as consistency or consistency. There are two general ways to measure reliability, namely: reliability stability and equivalent reliability. Keywords: Validity and Relibility, Learning Evaluation

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Reliability and validity of the short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale (SRL-SRS-C)

Cited by 9 publications

References 64 publications

The Self-Regulation of Learning – Self-Report Scale for Sport Practice: Validation of an Italian Version for Football

The Self-Regulation of Learning – Self-Report Scale for Sport Practice: Validation of an Italian Version for Football

Psychometric Properties of the Motivated Strategies for Learning Questionnaire–Chinese Learner: A Cross-Cultural Adaptation and Validation

Test Validity and Reliability in Learning Evaluation

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