Examining parents' ratings of middle-school students' academic self-regulation using principal axis factoring analysis.
This study examined the reliability and validity of a parent rating scale, the Self-Regulation Strategy Inventory: Parent Rating Scale (SRSI-PRS), using a sample of 451 parents of sixth- and seventh-grade middle-school students. Principal axis factoring (PAF) analysis revealed a 3-factor structure for the 23-item SRSI-PRS: (a) Managing Behavior and Learning (α = .92), (b) Maladaptive Regulatory Behaviors (α = .76), and (c) Managing Environment (α = .84). The majority of the observed relations between these 3 subscales, and the SRSI-SR, student motivation beliefs, and student mathematics grades were statistically significant and in the small to medium range. After controlling for various student variables and motivation indices of parental involvement, 2 SRSI-PRS factors (Managing Behavior and Learning, Maladaptive Regulatory Behaviors) reliably predicted students' achievement in their mathematics course. This study provides initial support for the validity and reliability of the SRSI-PRS and underscores the advantages of obtaining parental ratings of students' SRL behaviors.
Department of Educational Foundations and Counseling Programs, Hunter College, The City University of New York.
Peggy P
PP
Chen
Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey.
Timothy J
TJ
Cleary
Department of Educational and Counseling Psychology, University at Albany, The State University of New York.
Angela M
AM
Lui
D000124:Achievement; D001290:Attitude; D000067290:Behavior Rating Scale; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008433:Mathematics; D009042:Motivation; D010290:Parents / Q000523:psychology*; D000068356:Self-Control / Q000523:psychology*; D013334:Students / Q000523:psychology*