Abstract
Research on self-regulation of learning became an important topic more
than two decades ago to answer the question of how students become
masters of their own learning process. The primary purpose of the study
was to develop and gather initial psychometric information regarding the
Academic Self-Regulation Scale (ASRS), a measure of students’ use of
abilities and strategies of self-regulated learning. Information regarding
the scale’s factor structure, validity and reliability was gathered using a
sample of 410 public sector university students in various master level
programmes. The scale was convenient for classroom use because of its
appropriate length. Principal component analysis of the ASRS, a 30-item
scale yielded a five factor structure: (a) self-planning, (b) self-monitoring,
(c) self-instruction, (d) self-evaluation, and (e) self-reaction. Internal
consistency for the whole scale ASRS was (alpha = 0.83). The
implications of the results and prospective avenues for future research are
presented and discussed.
Javed H. Akhtar, Nasir Mahmood. (2013) Development and Validation of an Academic Self-Regulation Scale for University Students, Journal of Behavioural Sciences, Volume 23, Issue 2.
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