Development of self-regulation scale for middle school students: Validity and reliability study

Year 2023, , 723 - 740, 23.12.2023

İsmail Sarikaya , Mesut Öztürk , Mustafa Özgöl

https://doi.org/10.21449/ijate.1311600

Abstract

This study was conducted to develop a valid and reliable measurement tool that can identify middle school students’ self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely “forethought” and “volitional control and self-reflection.” In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

Keywords

Self-regulation, Middle school students, Scale development

Ethical Statement

Bayburt University, E-51694156-050.99- 36868

Supporting Institution

TUBITAK-1002

Project Number

121K859

Thanks

This study was produced within the scope of the project numbered 121K859 and titled "Variables Predicting Problem Solving and Problem Posing Skills: A Structural Equation Modeling". We thank the TUBITAK 1002 program for its contributions.

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