Teacher self-regulation: examining a multidimensional construct

Date

2009-01-01

Author

Çapa Aydın, Yeşim
Sungur, Semra
Kondakçı, Esen

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This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self-regulation. A nine-factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self-instruction, emotional control, self-evaluation, self-reaction, and help-seeking. Through a series of confirmatory factor analyses with different samples, this nine-factor structure was supported. Reliability estimates were also satisfactory. Further validation evidence was provided through canonical correlation analysis between teacher self-regulation and teachers' sense of efficacy. Results indicated that the Teacher Self-Regulation Scale can be utilised as a valid and reliable instrument to assess teachers' self-regulatory strategies.

Subject Keywords

Experimental and Cognitive Psychology, Education, Developmental and Educational Psychology

URI

https://hdl.handle.net/11511/38442

Journal

EDUCATIONAL PSYCHOLOGY

DOI

https://doi.org/10.1080/01443410902927825

Collections

Department of Educational Sciences, Article

Citation Formats

Y. Çapa Aydın, S. Sungur, and E. Kondakçı, “Teacher self-regulation: examining a multidimensional construct,” EDUCATIONAL PSYCHOLOGY, vol. 29, no. 3, pp. 345–356, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38442.