Self regulated learning

Self-Regulated Learning (SRL) is a crucial skill that allows students to actively control their learning processes through preparation, observation, motivation and cognitive control, and reflection on learning results. The purpose of this study was to create a self-regulated learning questionnaire for elementary school pupils and assess its psychometric qualities. Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting were the five dimensions represented by the instrument's twenty-two items. The study involved 240 students in Grades 3 through 6Confirmatory Factor Analysis (CFA) based on the Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used to evaluate the data using SmartPLS 3 software. Convergent validity, discriminant validity, and internal consistency reliability tests were used to evaluate the measurement model. Cronbach's Alpha = 0.799, rho_A = 0.808, and Composite Reliability = 0.836 indicated that the overall SRL construct had excellent reliability. ButCronbach's Alpha ratings for a number of dimensions ranged from 0.248 to 0.495, indicating poor internal consistency. Additionally, insufficient convergent validity was indicated by the SRL construct's Average Variance Extracted (AVE) value of 0.192, which fell short of the suggested threshold of 0.50. Several Heterotrait-Monotrait Ratio (HTMT) values above the suggested criteria of 0.85, indicating conceptual overlap among some dimensions, according to the discriminant validity assessment. Notwithstanding these drawbacks, the tool showed respectable reliability at the higher-order construct level and offers initial proof for assessing primary school pupils' self-regulated learning. It is advised that future studies improve the psychometric quality of the measurement model by reevaluating it and refining a number of indicators.