content/en/overview/assessments/srl.md

In DAACS/documentation: Does not matter.

title: Self-Regulated Learning weight: 1

The self-regulated learning (SRL) assessment was development by the DAACS team and the psychometrics were published in Lui et al (2018). It is comprised of self-report Likert itemms. The SRL assessment was updated in 2022 to expand on self-efficacy to include self-efficacy for mathematics, reading, and writing. Below are the items from the current version of the assessment.

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Metacognition

Planning

• I think of several ways to solve a problem and choose the best one.
• I think about what I really need to learn before I begin a task.
• I ask myself questions about assigned readings before I begin.
• I think about the best ways to complete assignments before I begin them.
• When I study for a test, I think about the types of questions that might be on it.

Monitoring

• I ask myself periodically if I am meeting my goals.
• I find myself analyzing the usefulness of my study strategies while I study.
• I ask myself questions about how well I am doing while I am learning something new.
• I consider several alternatives to a problem before I answer.
• I find myself pausing regularly to check my comprehension.
• I ask myself if what I'm reading is related to what I already know.

Evaluation

• I ask myself if I learned as much as I could have once I finish a task.
• I ask myself how well I accomplished my goals once I'm finished.
• I summarize what I've learned after I finish.

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Motivation

Anxiety

• During important exams, I think that I am doing awful or that I may fail.
• During important exams, I cannot remember material that I knew before the exam.
• The closer I am to a major exam, the harder it is for me to concentrate on the material.
• When I study for my exams, I worry that I will not remember the material on the exam.

Mastery Orientation

• I find coursework enjoyable.
• I want to master the things I am learning.
• What I am learning is relevant to my life.
• Learning is fun for me.

Mindset

• You can always change how intelligent you are.
• Your intelligence is something about you that you can't change very much.
• You can learn new things, but you can't really change your basic intelligence.
• No matter how much intelligence you have, you can always change it quite a bit.

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Strategies for Understanding

Help Seeking

• I ask others for help when I don't understand something.
• I ask questions about things I don't understand.
• I ask my instructor questions when I do not understand something.
• I look things up online to help me understand.

Managing Environment

• I make sure no one disturbs me when I study.
• I try to study in a place that has no distractions (e.g., noise, people talking).
• I let people interrupt me when I am studying.
• I let electronic devices (e.g., television, cellphones) distract me when I am studying.

Managing Tie

• When I have an upcoming test, I wait to the last minute to start studying for it.
• I pace myself while learning in order to have enough time.
• I finish all of my schoolwork before I do anything else.
• I use a calendar to organize my time to complete my schoolwork.

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Self-Efficacy

Self-Efficacy for Mathematics

• When thinking about learning in math class, how CONFIDENT are you that you can effectively prepare or study for tests?
• How CONFIDENT are you that you can perform well on math exams, assuming you can use a calculator?
• How CONFIDENT are you that you can understand what most math problems are asking for?
• How CONFIDENT are you that you can keep up with the pace of instruction in a math class?

Self-Efficacy for Online Learning

• When learning in an online course, how CONFIDENT are you that you can work effectively in peer or group activities?
• How CONFIDENT are you that you can stay focused when listening to lectures or watching course videos?
• How CONFIDENT are you that you can learn independently without immediate guidance or direction from a teacher?
• How CONFIDENT are you that you can effectively manage the required assignments and activities?

Self-Efficacy for Reading

• When asked to read an assigned text, how CONFIDENT are you that you can remember the key parts of a reading passage?
• How CONFIDENT are you that you can comprehend reading material that has technical or unfamiliar vocabulary?
• How CONFIDENT are you that you can accurately summarize the main points of lengthy reading materials?
• How CONFIDENT are you that you can read assigned materials with both speed and comprehension?

Self-Efficacy for Writing

• When writing for college courses, how CONFIDENT are you that you can organize your writing with a specific audience in * mind?
• How CONFIDENT are you that you can use feedback about your writing from teachers or others to improve on your writing?
• How CONFIDENT are you that you can effectively evaluate and determine on your own how to improve your writing?
• How CONFIDENT are you that you can use details and evidence to support an argument you are making in your writing?

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DAACS/documentation documentation built on May 26, 2023, 4:01 a.m.