How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

被引：48

作者：

De Smul, Mona ^{[1
]}

Heirweg, Sofie ^{[1
]}

Van Keer, Hilde ^{[1
]}

Devos, Geert ^{[1
]}

Vandevelde, Sabrina ^{[1
]}

机构：

[1] Univ Ghent, Dept Educ Studies, Henri Dunantlaan 2, B-9000 Ghent, Belgium

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 71卷

关键词：

Teacher self-efficacy; Self-efficacy; Self-regulated learning; Measurement; Factor analysis; OF-THE-ART; BELIEFS; METACOGNITION; PERSPECTIVE;

D O I：

10.1016/j.tate.2018.01.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). The TSES-SRL assesses teachers' perceived ability of implementing SRL as a specific instructional domain. The process of the item and scale development is presented. Exploratory factor analysis suggests a four-factor structure. Next, confirmatory factor analysis was performed and goodness of fit estimates were calculated, indicating an acceptable fit. Further, comparing the TSES-SRL to The Ohio State Teacher Efficacy Scale reveals the domain-specificity of the instrument. Overall, the TSES-SRL is considered a useful instrument to measure teachers' feelings of competence regarding SRL implementation. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：214 / 225

页数：12

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