Teacher self-regulation: examining a multidimensional construct

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-evaluatio...

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Bibliographic Details
Published inEducational psychology (Dorchester-on-Thames) Vol. 29; no. 3; pp. 345 - 356
Main Authors Capa-Aydin, Yesim, Sungur, Semra, Uzuntiryaki, Esen
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 01.05.2009
Taylor & Francis Ltd
Subjects
Achievement
confirmatory factor analysis
Correlation
Discriminant analysis
Educational Practices
Educational psychology
Factor Structure
Foreign Countries
Goal Orientation
Preservice Teachers
Professional Development
Reflective Teaching
Reliability
Self Control
Self Efficacy
teacher self-regulation
Teachers
teaching efficacy
Teaching Methods
Turkey
Validation studies
Turkey
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Summary: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.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410902927825