Assessing Academic Self-Regulated Learning Among Filipino College Students: The Factor Structure and Item Fit

Abstract

The present study constructed a self-report scale that measures academic self-regulated learning. The Academic Self-Regulation Scale (A-SRL) was anchored on the framework of self-regulated learning by Zimmerman and Martinez-Pons (1986; 1988). The present study uncovered the factor structure of the A-SRL-S items and the factor structure was further tested using Confirmatory Factor Analysis (CFA). Further psychometric evidence was established for the scale using a Polychotomous Rasch Model (Partial Credit Model) which determined appropriateness of the scale categories and item fit. An initial 111 items were administered to 222 college students in the National Capital Region in the Philippines. Principal components analysis was conducted and extracted seven factors of the A-SRL-S which explains 42.54% of the total variance (55 items had high factor loadings). The six factors were consistent with the original framework and a new factor called learning responsibility emerged. This seven-factor structure was confirmed using a CFA using a sample of 309 college students. Adequate fit of the model was attained (χ2=332.07, df=1409, RMS=.07, RMSEA=.06, GFI=.91, NFI=.89). The seven factors attained convergent validity as shown by significant intercorrelations of the factor scores. The step functions are increasing monotonically for the scale where there is a high probability of observance of the scale categories. Only 4 out of the 55 items of the A-SRL-S lacked homogeneity with other items. Implications of the seven factors and IRT fit of the items on self-regulation theory was further discussed.

Keywords: Academic Self-Regulated Learning, Self-Regulation, Learning Responsibility