Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School
Table 3
Reliabilities of the self-regulated learning questionnaire.
Phase
Scale
Cronbach’s alpha
Pretest
Posttest
Followup
Forethought phase
Goal setting
4
.54
.61
.74
(e.g. “Before I start with a mathematics task, I plan how to begin”)
Strategic planning
3
.58
.71
.65
Intrinsic value
6
.80
.85
.79
Performance or volitional control
Attention focusing
6
.76
.79
.74
(e.g. “When doing a complex mathematics task, I control whether my proceeding is reasonable”)
Self-recording
3
.65
.76
.81
Self-reflection
Self-evaluation
4
.56
.80
.71
(e.g. “If I failed a mathematics task, I reflect on what to change next time”)
Causal attribution
5
.67
.65
.58
Overall scale
Self-regulated learning
31
.90
.92
.88
: number of items; followup: follow-up measurement after 12 months.
