Development and validation of the teacher self-efficacy scale to implement self-regulated learning
- Author
- Hilde Van Keer (UGent) , Mona De Smul (UGent) , dr. Sofie Heirweg (UGent) , Geert Devos (UGent) and Sabrina Vandevelde (UGent)
- 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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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8625179
- 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. EARLI 2019 : Book of Abstracts, 349–350. 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}},
}