Self-regulated learning: Validating a task-specific questionnaire for children in elementary school

R. Ebbes; J.A. Schuitema; H.M.Y. Koomen; B.R.J. Jansen; M. Zee

doi:10.1016/j.stueduc.2024.101339

Self-regulated learning: Validating a task-specific questionnaire for children in elementary school

R. Ebbes
, J.A. Schuitema
, H.M.Y. Koomen
, B.R.J. Jansen
, M. Zee

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (N = 547, 54.7 % females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from.54 to.83, and acceptable to good composite reliability (ρ range =.75–.85). To find further validity support, the SRL scales were correlated with students’ performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.

Original language	English
Article number	101339
Journal	Studies in Educational Evaluation
Volume	81
DOIs	https://doi.org/10.1016/j.stueduc.2024.101339
Publication status	Published - 1 Jun 2024
Externally published	Yes

Funding

We thank the schools, teachers, and students that participated in this project. We thank Merel Tuinenburg, Francien Bontekoe, Manon van Veen and Nora Winter for their help with data collection. We thank Maaike Zeguers for her help in the early stages of questionnaire development. We thank Suzanne Jak for troubleshooting and thinking along on the statistical analyses. We have no conflicts of interest to disclose. This research was supported by the Research Priority Area YIELD, University of Amsterdam. We have no conflicts of interest to disclose. This research was supported by the Research Priority Area YIELD, University of Amsterdam.

Funders
Merel Tuinenburg
Universiteit van Amsterdam

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title = "Self-regulated learning: Validating a task-specific questionnaire for children in elementary school",

abstract = "This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (N = 547, 54.7 \% females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from.54 to.83, and acceptable to good composite reliability (ρ range =.75–.85). To find further validity support, the SRL scales were correlated with students{\textquoteright} performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.",

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AU - Zee, M.

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N2 - This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (N = 547, 54.7 % females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from.54 to.83, and acceptable to good composite reliability (ρ range =.75–.85). To find further validity support, the SRL scales were correlated with students’ performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.

AB - This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (N = 547, 54.7 % females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from.54 to.83, and acceptable to good composite reliability (ρ range =.75–.85). To find further validity support, the SRL scales were correlated with students’ performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.

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ER -

Self-regulated learning: Validating a task-specific questionnaire for children in elementary school

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