Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach

• Based on exploratory factor analysis 79 self-report items were retained.
• Factorial validity was supported by CFA for each component.
• Factor invariance across gender after deletion of four items.
• Final version contains 75 items across 15 subscales.
• Advise to combine current instrument with on-line measures regarding SRL.

Balancing theoretical and practical issues in the measurement of SRL remains a challenge. This is especially the case for large-scale studies among primary school children’s SRL. In this respect, the present study describes the development and validation of the Children’s Perceived use of Self-Regulated Learning Inventory (CP-SRLI) consisting of nine components. A multistep process was used to develop the questionnaire, including reviews by a teacher and expert panel, cognitive interviews with upper primary school children, and a large-scale administration. The original 109-item questionnaire was then presented to 504 fifth and 463 sixth graders (sample 1). Subsequent to exploratory factor analyses on each component, the factor structure of each component was confirmed by confirmatory factor analyses using an independent second sample (409 fifth and 314 sixth graders), leading to a questionnaire of 75 items. Further, the factor structure of the different components is found to be invariant across boys and girls. The implications of the results and potential avenues for future research are presented and discussed.