Student Self-Regulated Learning in an Urban High School: Predictive Validity and Relations between Teacher Ratings and Student Self-Reports

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

11

Urban Schools; High Schools; Rating Scales; Predictive Validity; Secondary School Teachers; Mathematics Teachers; High School Students; Measurement Techniques; Independent Study; Student Motivation; Student Behavior; Self Efficacy; Predictor Variables; Mathematics Achievement; Grade 9; Test Wiseness; Interest Inventories; Mathematics Tests; Likert Scales; Self Concept Measures; Regression (Statistics); Correlation

10.1177/0734282913507653

0734-2829

This study examined the predictive validity of a teacher rating scale called the Self-Regulation Strategy Inventory-Teacher Rating Scale (SRSI-TRS) and its level of convergence with several student self-report measures of self-regulated learning (SRL). Eighty-seven high school students enrolled in one of four sections of a mathematics course in an urban high school and one mathematics teacher participated in the study. Correlation analyses revealed moderate correlations between the SRSI-TRS and self-report questionnaires targeting students' motivation beliefs (i.e., mathematics interest) and regulatory behaviors in mathematics. Students' self-efficacy perceptions correlated with all SRL and achievement measures, but not the SRSI-TRS. Hierarchical regression analyses showed that the SRSI-TRS emerged as the primary SRL predictor of achievement although student reports of their maladaptive SRL behaviors was a significant predictor in the final model.

As Provided

39

2014

EJ1027047