Measurement of optimal learning environments: validation of the parents' attitudes towards self-regulted learning scale.

Autor/inn/en	Steinbach, Julia; Stöger, Heidrun
Titel	Measurement of optimal learning environments: validation of the parents' attitudes towards self-regulted learning scale.
Quelle	In: Psychological test and assessment modeling, 57 (2015) 2, S. 179-200 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2190-0493; 2190-0507
Schlagwörter	Faktorenanalyse; Einstellung (Psy); Eltern; Grundschule; Lehrer; Schüler; Lernen; Lernumgebung; Strukturmodell; Strategie; Untersuchung
Abstract	Parents' attitudes towards self-regulated learning and their influence on children's learning behavior have been a rather neglected area of research. One reason for this is very likely the lack of a suitable measurement instrument. [The authors] adapted a measurement instrument designed to assess primary teachers' attitudes towards self-regulated learning for use with parents and validated it on a sample of 664 parents and their primary-school children. The instrument measures parents' attitudes towards various cognitive and metacognitive strategies that have been shown to be particularly effective in self-regulated learning processes of primary-school children. In a first step, the factor structure and the theoretical appropriateness of the instrument was verified via a confirmatory factor analysis. In a second step, the validity of the scale was tested with a structural equation model. Parents' attitudes towards self-regulated learning predicted how they facilitated the learning environment of their children; [the authors] measured parents' learning-environment facilitation with two scales: parental autonomy support during learning and setting up children's homework workspaces. The path between attitudes towards self-regulated learning and learning-environment facilitation was mediated by parents' self-efficacy regarding learning support. The criterion variable, parents' learning-environment facilitation, then, in turn, predicted students' school achievement as assessed with grades and a standardized test. These initial results suggest that the adapted instrument is useful for assessing parents' attitudes towards self-regulated learning and that these attitudes seem to influence the kind of learning environment parents create. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1