Research Article
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Development of self-regulation scale for middle school students: Validity and reliability study

Year 2023, Volume: 10 Issue: 4, 723 - 740, 23.12.2023

İsmail Sarikaya Mesut Öztürk Mustafa Özgöl

https://doi.org/10.21449/ijate.1311600

Abstract

This study was conducted to develop a valid and reliable measurement tool that can identify middle school students’ self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely “forethought” and “volitional control and self-reflection.” In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

Keywords

Self-regulation Middle school students Scale development

Ethical Statement

Bayburt University, E-51694156-050.99- 36868

Supporting Institution

TUBITAK-1002

Project Number

121K859

Thanks

This study was produced within the scope of the project numbered 121K859 and titled "Variables Predicting Problem Solving and Problem Posing Skills: A Structural Equation Modeling". We thank the TUBITAK 1002 program for its contributions.

References

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  • Akarsu, B. (2015). Hipotezlerin, değişkenlerin ve örneklemin belirlenmesi [Determining hypotheses, variables and sample]. M. Metin. (Eds.), In Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education from theory to practice] (2nd ed., pp. 21-43). Pegem.
  • Arslan, S., & Gelişli, Y. (2015). Development of perceived self-regulation scale: Validity and reliability study. Sakarya University Journal of Education, 5(3), 67 74. http://dx.doi.org/10.19126/suje.91303
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248 287. https://doi.org/10.1016/0749 5978(91)90022-L
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269-290. https://doi.org/10.1111/1464-0597.00092
  • Bereiter, C., & Scardamalia, M. (1983). Levels of inquiry in writing research. In P. Rosenthal, S. Walmsley & L. Tamor (Eds.), Research in writing: Principles and methods (pp. 3-25). Longman International.
  • Berger, A., Kofman, O., Livneh, U., & Henik, A. (2007). Multidisciplinary perspectives on attention and the development of self-regulation. Progress in Neurobiology, 82(5), 256-286. https://doi.org/10.1016/j.pneurobio.2007.06.004
  • Brown, T.A., & Moore, M.T. (2012). Confirmatory factor analysis. In R.H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 361-379). Guilford.
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  • Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis. Erlbaum.
  • De Smedt, F., Merchie, E., Barendse, M., Rosseel, Y., De Naeghel, J., & Van Keer, H. (2018). Cognitive and motivational challenges in writing: Studying the relation with writing performance across students’ gender and achievement level. Reading Research Quarterly, 53(2), 249-272. https://doi.org/10.1002/rrq.193
  • Dever, D.A., Sonnenfeld, N.A., Wiedbusch, M.D., Schmorrow, S.G., Amon, M.J., & Azevedo, R. (2023). A complex systems approach to analyzing pedagogical agents’ scaffolding of SRL within an intelligent tutoring system. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09346-x
  • Diehl, M., Semegon, A.B., & Schwarzer, R. (2006). Assessing attention control in goal pursuit: A component of dispositional self-regulation. Journal of Personality Assessment, 86(3), 306-317. https://doi.org/10.1207/s15327752jpa8603_06
  • Durmuş, B., Yurtkoru, E.S., & Çinko, M. (2013). Sosyal bilimlerde SPSS'le veri analizi [Data analysis with SPSS in social sciences] (5th ed.). Beta.
  • Enders, C.K., & Bandalos, D.L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8(3), 430-457. https://doi.org/10.1207/S15328007SEM0803_5
  • Eryılmaz, A., & Mammadov, M. (2017). Development of a self-regulatory learning measurement on the model of Zimmerman. The Journal of International Educational Sciences, 4(10), 79-93. https://doi.org/10.16991/INESJOURNAL.1360
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
  • Flower, L., & Hayes, J.R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. https://doi.org/10.2307/356600
  • Fornell, C., & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2015). How to design and evaluate research in education (9th ed.). Mc Graw Hill Education.
  • Graham, S., Harris, K.R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207 241. https://doi.org/10.1016/j.cedpsych.2004.08.001
  • Graham, S., Harris, K.R., & Troia, G.A. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model. In D. H. Schunk & B. J. Zimmerman (Eds.), Self regulated learning: From teaching to self reflective practices (pp. 20-41). Guilford Press.
  • Hanif, A., Ferrey, A.E., Frischen, A., Pozzobon, K., Eastwood, J.D., Smilek, D., & Fenske, M.J. (2012). Manipulations of attention enhance self-regulation. Acta Psychologica, 139(1), 104-110. https://doi.org/10.1016/j.actpsy.2011.09.010
  • Harris, K.R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Brookline Books.
  • Henson, R.K., & Roberts, J.K. (2006). Use of exploratory analysis in published research: Common errors and some comments on improved practice. Educational and Psychological Measurement, 66, 393-416. http://dx.doi.org/10.1177/0013164405282485
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques] (4th ed.). Asil.
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  • Kılıç, A.F. (2022). Deciding the number of dimensions in explanatory factor analysis: A brief overview of the methods. Pamukkale University Journal of Social Sciences Institute, 51(1-special issue), 305-318. https://doi.org/10.30794/pausbed.1095936
  • Kılıç, A.F. (2022). Ölçek geliştirme sürecinde açımlayıcı faktör analizi [Exploratory factor analysis in scale development process]. In M. Acar-Güvendir & Y. Özer-Özkan (Eds.), Tüm yönleriyle ölçek geliştirme süreci [All aspects of the scale development process] (pp. 69-129). Pegem.
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  • Kröner, J., Goussios, C., Schaitz, C., Streb, J., & Sosic-Vasic, Z. (2017). The construct validity of the German academic self-regulation questionnaire (SRQ-A) within primary and middle school children. Frontiers in Psychology, 8(1032), 1 13. https://doi.org/10.3389/fpsyg.2017.01032
  • Li, G., Luo, H., Lei, J., Xu, S., & Chen, T. (2022). Effects of first-time experiences and self-regulation on college students' online learning motivation: Based on a national survey during COVID 19. Education Sciences, 12(4), 245. https://doi.org/10.3390/educsci12040245
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Development of self-regulation scale for middle school students: Validity and reliability study

Year 2023, Volume: 10 Issue: 4, 723 - 740, 23.12.2023

İsmail Sarikaya Mesut Öztürk Mustafa Özgöl

https://doi.org/10.21449/ijate.1311600

Abstract

This study was conducted to develop a valid and reliable measurement tool that can identify middle school students’ self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely “forethought” and “volitional control and self-reflection.” In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

Keywords

Self-regulation Middle school students Scale development

Project Number

121K859

References

  • Agustiani, H., Cahyad, S., & Musa, M. (2016). Self-efficacy and self-regulated learning as predictors of students academic performance. The Open Psychology Journal, 9(1), 1-6. https://doi.org/10.2174/1874350101609010001
  • Akarsu, B. (2015). Hipotezlerin, değişkenlerin ve örneklemin belirlenmesi [Determining hypotheses, variables and sample]. M. Metin. (Eds.), In Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education from theory to practice] (2nd ed., pp. 21-43). Pegem.
  • Arslan, S., & Gelişli, Y. (2015). Development of perceived self-regulation scale: Validity and reliability study. Sakarya University Journal of Education, 5(3), 67 74. http://dx.doi.org/10.19126/suje.91303
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248 287. https://doi.org/10.1016/0749 5978(91)90022-L
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269-290. https://doi.org/10.1111/1464-0597.00092
  • Bereiter, C., & Scardamalia, M. (1983). Levels of inquiry in writing research. In P. Rosenthal, S. Walmsley & L. Tamor (Eds.), Research in writing: Principles and methods (pp. 3-25). Longman International.
  • Berger, A., Kofman, O., Livneh, U., & Henik, A. (2007). Multidisciplinary perspectives on attention and the development of self-regulation. Progress in Neurobiology, 82(5), 256-286. https://doi.org/10.1016/j.pneurobio.2007.06.004
  • Brown, T.A., & Moore, M.T. (2012). Confirmatory factor analysis. In R.H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 361-379). Guilford.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem.
  • Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis. Erlbaum.
  • De Smedt, F., Merchie, E., Barendse, M., Rosseel, Y., De Naeghel, J., & Van Keer, H. (2018). Cognitive and motivational challenges in writing: Studying the relation with writing performance across students’ gender and achievement level. Reading Research Quarterly, 53(2), 249-272. https://doi.org/10.1002/rrq.193
  • Dever, D.A., Sonnenfeld, N.A., Wiedbusch, M.D., Schmorrow, S.G., Amon, M.J., & Azevedo, R. (2023). A complex systems approach to analyzing pedagogical agents’ scaffolding of SRL within an intelligent tutoring system. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09346-x
  • Diehl, M., Semegon, A.B., & Schwarzer, R. (2006). Assessing attention control in goal pursuit: A component of dispositional self-regulation. Journal of Personality Assessment, 86(3), 306-317. https://doi.org/10.1207/s15327752jpa8603_06
  • Durmuş, B., Yurtkoru, E.S., & Çinko, M. (2013). Sosyal bilimlerde SPSS'le veri analizi [Data analysis with SPSS in social sciences] (5th ed.). Beta.
  • Enders, C.K., & Bandalos, D.L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8(3), 430-457. https://doi.org/10.1207/S15328007SEM0803_5
  • Eryılmaz, A., & Mammadov, M. (2017). Development of a self-regulatory learning measurement on the model of Zimmerman. The Journal of International Educational Sciences, 4(10), 79-93. https://doi.org/10.16991/INESJOURNAL.1360
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
  • Flower, L., & Hayes, J.R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. https://doi.org/10.2307/356600
  • Fornell, C., & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2015). How to design and evaluate research in education (9th ed.). Mc Graw Hill Education.
  • Graham, S., Harris, K.R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207 241. https://doi.org/10.1016/j.cedpsych.2004.08.001
  • Graham, S., Harris, K.R., & Troia, G.A. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model. In D. H. Schunk & B. J. Zimmerman (Eds.), Self regulated learning: From teaching to self reflective practices (pp. 20-41). Guilford Press.
  • Hanif, A., Ferrey, A.E., Frischen, A., Pozzobon, K., Eastwood, J.D., Smilek, D., & Fenske, M.J. (2012). Manipulations of attention enhance self-regulation. Acta Psychologica, 139(1), 104-110. https://doi.org/10.1016/j.actpsy.2011.09.010
  • Harris, K.R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Brookline Books.
  • Henson, R.K., & Roberts, J.K. (2006). Use of exploratory analysis in published research: Common errors and some comments on improved practice. Educational and Psychological Measurement, 66, 393-416. http://dx.doi.org/10.1177/0013164405282485
  • Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques] (4th ed.). Asil.
  • Kalton, G., & Kasprzyk, D. (1986). The treatment of missing survey data. Survey Methodology, 12, 1-16.
  • Kılıç, A.F. (2022). Deciding the number of dimensions in explanatory factor analysis: A brief overview of the methods. Pamukkale University Journal of Social Sciences Institute, 51(1-special issue), 305-318. https://doi.org/10.30794/pausbed.1095936
  • Kılıç, A.F. (2022). Ölçek geliştirme sürecinde açımlayıcı faktör analizi [Exploratory factor analysis in scale development process]. In M. Acar-Güvendir & Y. Özer-Özkan (Eds.), Tüm yönleriyle ölçek geliştirme süreci [All aspects of the scale development process] (pp. 69-129). Pegem.
  • Kline, P. (1994). An easy guide to factor analysis. Routledge.
  • Koopmann, J., Johnson, R.E., Wang, M., Lanaj, K., Wang, G., & Shi, J. (2019). A self-regulation perspective on how and when regulatory focus differentially relates to citizenship behaviors. Journal of Applied Psychology, 104(5), 629 641. https://doi.org/10.1037/apl0000366
  • Kröner, J., Goussios, C., Schaitz, C., Streb, J., & Sosic-Vasic, Z. (2017). The construct validity of the German academic self-regulation questionnaire (SRQ-A) within primary and middle school children. Frontiers in Psychology, 8(1032), 1 13. https://doi.org/10.3389/fpsyg.2017.01032
  • Li, G., Luo, H., Lei, J., Xu, S., & Chen, T. (2022). Effects of first-time experiences and self-regulation on college students' online learning motivation: Based on a national survey during COVID 19. Education Sciences, 12(4), 245. https://doi.org/10.3390/educsci12040245
  • Malmivuori, M.L. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63, 149-164. https://doi.org/10.1007/s10649-006-9022-8
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There are 72 citations in total.

Details

Primary Language English
Subjects Scale Development
Journal Section Articles
Authors

İsmail Sarikaya 0000-0002-4870-8345

Mesut Öztürk 0000-0002-2163-3769

Mustafa Özgöl 0000-0002-9493-3455

Project Number 121K859
Publication Date December 23, 2023
Submission Date June 8, 2023
Published in Issue Year 2023 Volume: 10 Issue: 4

Cite

APA Sarikaya, İ., Öztürk, M., & Özgöl, M. (2023). Development of self-regulation scale for middle school students: Validity and reliability study. International Journal of Assessment Tools in Education, 10(4), 723-740. https://doi.org/10.21449/ijate.1311600

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