Examination of the Context-specific Nature of Self-regulated Learning

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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
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Jerome Rotgans

Head Academic Policy, Office of Academic Affairs, Republic Polytechnic
Singapore, Singapore, Singapore

Jerome Rotgans is Head of pedagogical research at Republic Polytechnic’s Office of Academic Affairs. Besides his work at the polytechnic he is currently enrolled in a Ph.D. program at Erasmus University Rotterdam in The Netherlands. His main research interest lies in the fields of student motivation, interest and problem-based learning.

Dr. Henk Schmidt

Dean, Faculty of Social Sciences, Erasmus University Rotterdam
Rotterdam, Netherlands

Henk Schmidt is a professor of Psychology and the Dean of the Faculty of Social Sciences at the Erasmus University Rotterdam, The Netherlands. Professor Schmidt has been appointed as a Distinguished Academic for Republic Polytechnic, Singapore. His areas of research interest are learning and memory, and he has published extensively on problem-based learning, long-term memory, and the development of expertise in medicine.

Ref: L08P0358