The Predictive Validity of the Academic Self-Regulated Learning Scale

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