@ARTICLE{26583223_935251304_2024, 
	author = {Diana Akhmedjanova and Evgeniia Lizunova}, 
	keywords = {, self-regulated learning, SRL, validity, reliability, exploratory factor analysis, confirmatory factor analysisitem-response theory},
	title = {The Development and Initial Validation of the Self-Regulated Learning Strategies Survey for Elementary School Students},
	journal = {Psychology. Journal of Higher School of Economics},
	year = {2024},
	volume = {21},
	number = {2},
	pages = {387-407},
	url = {https://psy-journal.hse.ru/en/2024-21-2/935251304.html},
	publisher = {},
	abstract = {Self-regulated learning (SRL) refers to the processes of setting goals, monitoring progress, selecting learning strategies, and revising learning goals. Research evidence shows positive associations between SRL and academic achievement, motivation, well-being, and other constructs. The purpose of this paper is to establish the initial evidence of the construct validity of the SRL Strategies survey for elementary school students. The SRL Strategies survey includes 12 items, focusing on the strategies of environment, time, and learning management ranging from 1 (almost never) to 4 (almost always) on a Likert-type scale. The unified validity framework (Messick, 1995) was used to conduct the validation study by collecting content, internal structure, convergent, discriminant, and response processes evidence. The application of classical test theory (CTT) using exploratory and confirmatory factor analyses, reliability estimates, and Pearson’s correlations on a sample of 1,877 fourth graders provided initial evidence of construct validity by suggesting a one-factor model, which was confirmed on another sample of elementary school students (n = 317). The additional item response theory (IRT) analyses provided evidence of differential item functioning for Items 2, 5, and 6 based on student gender, but not on location. Combined evidence from CTT and IRT analyses resulted in acceptable properties of the combined one-factor SRL Strategies survey (α = 0.83; ωh = 0.71, ωt= 0.85). As a result, the SRL Strategies survey can be recommended for the use by researchers and practitioners.},
	annote = {Self-regulated learning (SRL) refers to the processes of setting goals, monitoring progress, selecting learning strategies, and revising learning goals. Research evidence shows positive associations between SRL and academic achievement, motivation, well-being, and other constructs. The purpose of this paper is to establish the initial evidence of the construct validity of the SRL Strategies survey for elementary school students. The SRL Strategies survey includes 12 items, focusing on the strategies of environment, time, and learning management ranging from 1 (almost never) to 4 (almost always) on a Likert-type scale. The unified validity framework (Messick, 1995) was used to conduct the validation study by collecting content, internal structure, convergent, discriminant, and response processes evidence. The application of classical test theory (CTT) using exploratory and confirmatory factor analyses, reliability estimates, and Pearson’s correlations on a sample of 1,877 fourth graders provided initial evidence of construct validity by suggesting a one-factor model, which was confirmed on another sample of elementary school students (n = 317). The additional item response theory (IRT) analyses provided evidence of differential item functioning for Items 2, 5, and 6 based on student gender, but not on location. Combined evidence from CTT and IRT analyses resulted in acceptable properties of the combined one-factor SRL Strategies survey (α = 0.83; ωh = 0.71, ωt= 0.85). As a result, the SRL Strategies survey can be recommended for the use by researchers and practitioners.}
}