Development of the self-regulated learning teacher belief scale

Lombaerts, K; De Backer, F; Engels, N; Van Braak, J; Athanasou, J

Development of the self-regulated learning teacher belief scale

Lombaerts, K De Backer, F Engels, N Van Braak, J Athanasou, J

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Publication Type:: Journal Article
Citation:: European Journal of Psychology of Education, 2009, 24 (1), pp. 79 - 96
Issue Date:: 2009-03-01

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Field	Value	Language
dc.contributor.author	Lombaerts, K	en_US
dc.contributor.author	De Backer, F	en_US
dc.contributor.author	Engels, N	en_US
dc.contributor.author	Van Braak, J	en_US
dc.contributor.author	Athanasou, J https://orcid.org/0000-0002-4743-4098	en_US
dc.date.issued	2009-03-01	en_US
dc.identifier.citation	European Journal of Psychology of Education, 2009, 24 (1), pp. 79 - 96	en_US
dc.identifier.issn	0256-2928	en_US
dc.identifier.uri	http://hdl.handle.net/10453/10431
dc.description.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.	en_US
dc.relation.ispartof	European Journal of Psychology of Education	en_US
dc.relation.isbasedon	10.1007/BF03173476	en_US
dc.subject.classification	Education	en_US
dc.title	Development of the self-regulated learning teacher belief scale	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	24	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1701 Psychology	en_US
dc.location.activity	ISI:000264968300006	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	24	en_US

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.

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http://hdl.handle.net/10453/10431