Examination of the Context-specific Nature of Self-regulated Learning
The purpose of the present study was to investigate to what extent self-regulated learning (SRL) is context-dependent. To that end, the Motivated Strategies for Learning Questionnaire (MSLQ) was repeatedly administered to 155 first-year students at a Singaporean polytechnic. A general version of the MSLQ was administered before students entered the polytechnic and subsequently at the end of the first semester for mathematics, science, and English courses. The data were analyzed using structural equation modeling. These analyses included: (1) tests for invariance of factorial structures; (2) tests for invariance among latent means; and (3) a comparison of the predictive validity of the general version of the MSLQ and the course-specific versions. The results suggest that no significant differences exist in the underlying structure of SRL between subject domains. In addition, average subscale responses were rather invariant across domains, despite minor differences on some scales. Finally, course-specific measures of SRL were generally not more accurate in predicting students’ academic achievements than the general version. These findings taken together do not support the notion that SRL is context-dependent. Rather, SRL as measured by the MSLQ appears to be a stable disposition of the learner.
Keywords: Self-regulated Learning, Student Motivation, Motivated Strategies for Learning Questionnaire, Structural Equation Modeling, Mathematics, Science, English
Head Academic Policy, Office of Academic Affairs, Republic Polytechnic
Dr. Henk Schmidt
Dean, Faculty of Social Sciences, Erasmus University Rotterdam