The Predictive Validity of the Academic Self-Regulated Learning Scale

The International Journal of Educational and Psychological Assessment, Vol. 9, No. 1, December 2011

9 Pages Posted: 30 Jun 2013

See all articles by Carlo Magno

Carlo Magno

De La Salle University, Manila

Date Written: December 2011

Abstract

The predictive validity of the Academic Self-regulated Learning Scale (A-SRL-S) was determined using Grade Point Average (GPA) as the criterion. This prediction is supported by the social cognitive framework where the use of such learning strategies results to the improvement of students’ grades. Previous studies are also consistent in establishing the notion that self-regulation strategies account largely on the increase of students’ grades. The A-SRL-S was administered to 2052 Filipino college students from five different private universities in the National Capital Region in the Philippines. The results indicate that GPA was significantly related to each of the A-SRL-S factors. All the factors of the A-SRL-S significantly predicted GPA using a path analysis. Specifically, the memory strategies, goal setting, and self-evaluation largely increased the variance in explaining GPA. The overall model also attained a good fit (2=6671.40, df=21, NFI=92. RFI=.99, IFI=.92, TLI=.93, CFI=.92, and RMSEA=.03). Implications on learning and teaching are discussed.

Keywords: Academic Self-regulation, GPA, Predictive validity

Suggested Citation

Magno, Carlo, The Predictive Validity of the Academic Self-Regulated Learning Scale (December 2011). The International Journal of Educational and Psychological Assessment, Vol. 9, No. 1, December 2011. Available at SSRN: https://ssrn.com/abstract=2287175

Carlo Magno (Contact Author)

De La Salle University, Manila ( email )

2401 Taft. Ave.
Manila, 4002
Philippines

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