Development and Validation of Academic Self-regulated Learning Questionnaire (ASLQ)
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نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_BEHAVS-16-2_002
تاریخ نمایه سازی: 8 مرداد 1402
Abstract:
Introduction: Academic self-directed learning is a proactive process where students monitor, regulate and control their thoughts, behavior and motivation to accelerate the process of effective learning. The present study aimed to build a reliable and valid tool that measures academic self- regulated learning in young adults in India. Method: The study used a cross- sectional design. Content validity index, inter- item correlation, interclass correlation coefficient, cronbach’s alpha and person’s correlation were the statistical tools used for establishing various measures of validity and reliability. Manipal Learning Strategy Inventory and Academic Self- Regulated Learning Scale (ASLS) were used to establish concurrent validity. Academic Self- Regulated Learning Questionnaire (ASLQ) was standardized on a sample of ۱۰۳۲ college students aged between ۱۷ and ۲۵ years (Mean ۱۹.۸۶ and SD ± ۱.۷۳) and consisted of ۳۶ items. Results: The developed scale has excellent internal consistency with a content validity index of ۰.۸۸, Cronbach’s Alpha ۰.۹۰ and test-retest reliability of ۰.۹۶. The internal consistency across domains was: forethought (۰.۷۰), performance control (۰.۸۲) and self- reflection (۰.۷۵). Conclusion: The findings of the present study show that the ASLQ is a proper instrument for the estimation of self -regulated learning abilities of undergrads.
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Authors
Deepika Nambiar
Department of Clinical Psychology, Abhayahasta Multispecialty Hospital, Bangalore, India
Johnson Alex
Department of Clinical Psychology, JS Care and Science, Cochin, India
Dan Pothiyil
Department of Clinical Psychology, Manipal Academy of Higher Education, Manipal, India
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