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Development and validation of the teacher self-efficacy scale to implement self-regulated learning

Hilde Van Keer (UGent) , Mona De Smul (UGent) , dr. Sofie Heirweg (UGent) , Geert Devos (UGent) and Sabrina Vandevelde (UGent)
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Abstract
This paper describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). This instrument measures teachers' perceived ability to integrate activities promoting self-regulated learning in classroom practice as a specific instructional domain. Such a teacher self-efficacy scale is currently missing in the SRL research field. The process of the item and scale development is presented. Exploratory factor analysis suggests a four-factor structure. Next, confirmatory factor analysis was performed and goodness of fit estimates were calculated, indicating an acceptable fit. Furthermore, this instrument also shows noticeable differences in results from a more general teacher self-efficacy scale, which shows us that the process of teaching self-regulated learning is different from more general classroom instruction and corroborates the use of a specific measure. Overall, the TSES-SRL is considered a useful instrument to measure teachers' feelings of competence regarding SRL implementation.

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MLA
Van Keer, Hilde, et al. “Development and Validation of the Teacher Self-Efficacy Scale to Implement Self-Regulated Learning.” EARLI 2019 : Book of Abstracts, European Association for Research on Learning and Instruction (EARLI), 2019, pp. 349–50.
APA
Van Keer, H., De Smul, M., Heirweg, dr. S., Devos, G., & Vandevelde, S. (2019). Development and validation of the teacher self-efficacy scale to implement self-regulated learning. In EARLI 2019 : book of abstracts (pp. 349–350). Aachen, Germany: European Association for Research on Learning and Instruction (EARLI).
Chicago author-date
Van Keer, Hilde, Mona De Smul, dr. Sofie Heirweg, Geert Devos, and Sabrina Vandevelde. 2019. “Development and Validation of the Teacher Self-Efficacy Scale to Implement Self-Regulated Learning.” In EARLI 2019 : Book of Abstracts, 349–50. European Association for Research on Learning and Instruction (EARLI).
Chicago author-date (all authors)
Van Keer, Hilde, Mona De Smul, dr. Sofie Heirweg, Geert Devos, and Sabrina Vandevelde. 2019. “Development and Validation of the Teacher Self-Efficacy Scale to Implement Self-Regulated Learning.” In EARLI 2019 : Book of Abstracts, 349–350. European Association for Research on Learning and Instruction (EARLI).
Vancouver
1.
Van Keer H, De Smul M, Heirweg dr. S, Devos G, Vandevelde S. Development and validation of the teacher self-efficacy scale to implement self-regulated learning. In: EARLI 2019 : book of abstracts. European Association for Research on Learning and Instruction (EARLI); 2019. p. 349–50.
IEEE
[1]
H. Van Keer, M. De Smul, dr. S. Heirweg, G. Devos, and S. Vandevelde, “Development and validation of the teacher self-efficacy scale to implement self-regulated learning,” in EARLI 2019 : book of abstracts, Aachen, Germany, 2019, pp. 349–350.
@inproceedings{8625179,
  abstract     = {This paper describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). This instrument measures teachers' perceived ability to integrate activities promoting self-regulated learning in classroom practice as a specific instructional domain. Such a teacher self-efficacy scale is currently missing in the SRL research field. The process of the item and scale development is presented. Exploratory factor analysis suggests a four-factor structure. Next, confirmatory factor analysis was performed and goodness of fit estimates were calculated, indicating an acceptable fit. Furthermore, this instrument also shows noticeable differences in results from a more general teacher self-efficacy scale, which shows us that the process of teaching self-regulated learning is different from more general classroom instruction and corroborates the use of a specific measure. Overall, the TSES-SRL is considered a useful instrument to measure teachers' feelings of competence regarding SRL implementation.},
  author       = {Van Keer, Hilde and De Smul, Mona and Heirweg, dr. Sofie and Devos, Geert and Vandevelde, Sabrina},
  booktitle    = {EARLI 2019 : book of abstracts},
  language     = {eng},
  location     = {Aachen, Germany},
  pages        = {349--350},
  publisher    = {European Association for Research on Learning and Instruction (EARLI)},
  title        = {Development and validation of the teacher self-efficacy scale to implement self-regulated learning},
  url          = {https://earli.org/sites/default/files/2019-09/BOA-2019.pdf},
  year         = {2019},
}