A validity and reliability study of a self-report questionnaire on learning self-regulation

Abstract

INTRODUCTION. The importance of measuring Learning Self-Regulation (LSR) in primary education has significantly increased due to the expanded use of virtual learning modalities follow-ing the pandemic. In this context, students are observed to take on a more active role in their learning process by applying various strategies during task development. OBJECTIVE. This study aims to validate a learning self-regulation questionnaire for children in grades 3 through 6 of Regular Basic Education at the primary level. METHOD. The study involved selecting of four existing instruments from the literature (SRQ-A, CP-SRLI, OSLQ, and MSLQ). Subsequently, motivational, cognitive, metacognitive, and resource management strategies were selected and adapted based on criteria such as their relationship to academic performance and virtual learning environments in primary education. Finally, the psychometric structure of the instrument was approved through confirmatory factor analysis conducted on a total sample of 486 students aged 8 to 13 years from public schools in the province of Arequipa, Peru. RESULTS. The final questionnaire comprises 31 items designed to evaluate four dimensions of LSR: motivational self-reg-ulation, metacognitive strategies, resource management, and cognitive strategies. The results, based on the Omega coefficient, indicate high reliability for the instrument, except for the fourth dimension (Resource Management). DISCUSSION: These findings suggest a need for a more reflective analysis of the current learning environment, particularly regarding teacher-student communication and the virtual resources available in primary education. This could provide a clearer understanding of self-regulation levels concerning the resource dimension.