title: Measuring students' self-regulated learning in professional education: bridging the gap between event and aptitude measurements.
abstract: Self-regulated learning has benefits for students' academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers' regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgraduate professional teacher education programme. Based on an analysis of the literature, we developed a log with structured questions that could be used as a multiple-event instrument to determine the quality of student teachers' regulation of learning by combining data from multiple learning experiences. The findings showed that this structured version of the instrument measured student teachers' regulation of their learning in a valid and reliable way. Furthermore, with the aid of the Structured Learning Report individual differences in student teachers' regulation of learning could be discerned. Together the findings indicate that a multiple-event instrument can be used to measure regulation of learning in multiple contexts for various learning experiences at the same time, without the necessity of relying on students' ability to rate themselves across all these different experiences. In this way, this instrument can make an important contribution to bridging the gap between two dominant approaches to measure SRL, the traditional aptitude and event measurement approach.
authors: Faculty of Behavioural, Management and Social Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands.
authors: Maaike D
authors: MD
authors: Endedijk
authors: Department of Education, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands.
authors: Mieke
authors: M
authors: Brekelmans
authors: Faculty of Behavioural, Management and Social Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands.
authors: Peter
authors: P
authors: Sleegers
authors: Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ UK.
authors: Jan D
authors: JD
authors: Vermunt
keywords: Instrument development; Measurement; Professional education; Self-regulated learning; Student teachers; Teacher education