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  Self-Regulatory Strategy Use

Student Self-Report of Self-Regulatory Strategy Use
Last updated: May, 2005
This scale assesses the extent to which a student engages in behavior and endorses beliefs conducive to achievement, specifically in reference to self-regulatory strategy use—a wide-ranging set of cognitions, metacognition, and behaviors that promote learning and developmental success (e.g., goal-setting, active attention to and engagement in learning, self-monitoring, evaluation of strategy effectiveness and related adjustments). The scale was based on and adapted from related work, including Schunk and Zimmerman (2003), Stipek & Gralinski (1996), and Zimmerman and Martinez-Pons (1990). It was used during our recent three-year study of the parental involvement process, as reported in Hoover-Dempsey and Sandler (2005)

The scale employed a four-point Likert-type response scale: 1 = not true, 2 = a little true, 3 = pretty true, 4 = very true.

Alpha reliability for the scale administered to a sample of 358 public school students in grades 4-6 was .61, as reported in Hoover-Dempsey and Sandler (2005).

Students were asked to respond to the following prompt:
“Dear Student, Students have many different ideas about school and homework. Please tell us how true each of the following ideas are for you. There are no right or wrong answers. The right answer is the answer that is most true for you. Your parents and teachers will NOT see what you say. Thank you!”

I ask myself questions as I go along to make sure my homework makes sense to me.
I try to figure out the hard parts on my own.
I go back over things I don’t understand.
I try to find a place that makes it easier to do my homework.


Hoover-Dempsey, K.V., & Sandler, H.M. (2005). Final Performance Report for
OERI Grant # R305T010673: The Social Context of Parental Involvement: A
Path to Enhanced Achievement.
Presented to Project Monitor, Institute of Education Sciences, U.S. Department of Education, March 22, 2005.

Schunk, D.H., & Zimmerman, B.J. (2003). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208.

Stipek, D., & Gralinski, J.H. (1996). Children’s beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397-407.

Zimmerman, B.J., & Martinez-Pons, M.P. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.

The Family-School Partnership Lab is part of the Psychology and Human Development Department, Peabody College, Vanderbilt University.