Self-Regulation Scale in Mathematics: short form development and validity-reliability study

Abstract

Self-regulation in mathematics is the organization of the student in line with the mathematics course outcomes. Students' ability to organize the mathematics learning process in a healthy way can increase their mathematics achievement. Knowing students' self-regulation towards mathematics will contribute to providing the necessary education for mathematics achievement. The purpose of this study is to develop a valid and reliable short-form scale to measure middle school students' self-regulation skills towards mathematics. In this context, existing self- regulation scales were examined and an item pool of 56 items was created by utilizing the items in the literature and the statements developed by the researchers. In line with expert opinions, a preliminary form of 25 items consisting of positive statements was prepared and this form was applied to 342 middle school students. As a result of exploratory factor analysis, the number of items was reduced to 14 and the scale had a four-factor structure: Effort, Integrated, Review and Getting Support. Confirmatory factor analysis confirmed this structure. The overall Cronbach's alpha reliability coefficient of the scale was calculated as .78, and the coefficients related to the sub- dimensions were found to be acceptable. The developed Short Mathematics Self-Regulation Scale (S-MSRS) is recommended as a tool that can be applied in a short time, has understandable expressions and can be used at different grade levels.

Keywords

• Mathematics education
• Reliability
• Scale development
• Self-regulation
• Validity

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