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

Mona De Smul (UGent) , Sofie Heirweg (UGent) , Hilde Van Keer (UGent) , Geert Devos (UGent) and Sabrina Vandevelde (UGent)
(2019)
Author
Organization
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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Chicago
De Smul, Mona, Sofie Heirweg, Hilde Van Keer, Geert Devos, and Sabrina Vandevelde. 2019. “Development and Validation of the Teacher Self-efficacy Scale to Implement Self-regulated Learning.” In .
APA
De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2019). Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Presented at the European Association for Research on Learning and Instruction (EARLI) .
Vancouver
1.
De Smul M, Heirweg S, Van Keer H, Devos G, Vandevelde S. Development and validation of the teacher self-efficacy scale to implement self-regulated learning. 2019.
MLA
De Smul, Mona et al. “Development and Validation of the Teacher Self-efficacy Scale to Implement Self-regulated Learning.” 2019. Print.
@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       = {De Smul, Mona and Heirweg, Sofie and Van Keer, Hilde and Devos, Geert and Vandevelde, Sabrina},
  language     = {eng},
  location     = {Aachen (Germany)},
  title        = {Development and validation of the teacher self-efficacy scale to implement self-regulated learning},
  year         = {2019},
}