Learning Self-Regulation Scale: validation of an instrument for secondary and upper secondary education

Abstract

INTRODUCTION. Learning Self-Regulation is the degree or level in which each student has an active and creative role in their learning process, including cognition, metacognition, motivation, behavior, and context. Its development is relevant to contemporary educational approaches, focused on the development of competencies, where students are protagonists of the learning process. In this study, an instrument designed to measure self-regulated learning in secondary and upper secondary education in Mexico is validated. METHOD. The Self-Regulated Learning Scale (ESAA-2) is made up of 40 items subdivided into three subscales: (a) motivation and attitude towards learning, (b) cognitive strategies and (c) metacognitive self-assessment and regulation. A study with instrumental design was developed, applying the ESAA-2 to 3,541 secondary and upper secondary students from 12 educational institutions in Mexico. RESULTS. The analysis of results evidenced content validity in the instrument, as well as internal consistency and construct validity. DISCUSSION. The contribution of this research lies in the design and validation of an instrument capable of measuring a relevant construct for the current educational approach, based on the development of competencies, constituting a means for the generation of strategies aimed at achieving educational quality.