Table 7 Total item numbers and samples from “Scale on Self-Regulation in Learning-SSRL”
From: Development and validation of a scale on self-regulation in learning (SSRL)
Dimensions | Number of items | Sample items |
|---|---|---|
Before study | ||
Environmental structuring | 4 | I usually study where I can focus |
Planning | 5 | I write my weekly to-do-list in my notebook |
Arrangement of study time | 4 | I do my homework when I know our teacher will control them |
During study | ||
Organization and transforming | 5 | I find the key points in the text and draw connections between them. |
Seeking appropriate information | 3 | I read the sources I find after class |
Seeking peer, teacher or adult assistance | 3 | When I don’t understand, I seek the assistance of a peer or an adult. |
Seeking easily accessible information | 2 | I try to find the easiest way of doing my homework |
Self-monitoring | 2 | While reading a book or reviewing my notes, I sometimes stop and ask myself, “Do I understand the point here?” |
Rehearsing and memorizing | 4 | I teach the topic I study to another person |
After study | ||
Self-evaluation | 6 | Generally I don’t revise a homework I have finished |
Self-consequences after success | 4 | I promise to award myself after I get a good grade from an exam or homework |
Self-consequences after failure | 3 | Failures make me sad, but I don’t do anything to change them |
Motivation | ||
Task value | 5 | I believe we’ll use the things we learn in class in the future |
Self-efficacy | 5 | I think I’ll succeed in the courses |
Anxiety | 5 | I get so excited in exams that I forget everything |
Attributions for failure | 4 | Extreme load of homework and exams makes me fail |
Goal orientations | 3 | The most satisfactory thing for now is getting a high grade |