Systematic review of self-regulated learning instruments in secondary education students

Abstract

The aim of this study was to identify and describe quantitative empirical research on the instruments to measure the self-regulation of learning (SRL) in secondary school students. This was performed by conducting a systematic review method. Three databases (Web of Science, Scopus and SciELO) were examined and 21 investigations were identified. The 62% of the studies were from European countries, 24% from Asia, 9% from Latin America, and 5% from North America. Ten different evaluation instruments were found for the evaluation of self-regulated learning. The Questionnaire of Motivated Strategies for Learning was the most used. The report of the psychometric properties and the validation in the used population were observed in most of the investigations. It was concluded that the majority of SRL studies in secondary school students were from Europe. SRL studies were also found in Latin America, but in a preliminary developing stage.