About the Measure
Domains | Emotional Intelligence (mixed and trait), Social and Emotional Competence |
Key stages | Key Stage 4 |
Subscales | Seeking and learning Information; Managing environment and behaviour; Maladaptive regulatory behaviour |
Description | Assesses the frequency with which students use various self-regulation strategies in a specific academic subject. |
Example | I make sure no one disturbs me when I study |
Link | http://www.psychwiki.com/dms/other/labgroup/Measu235sdgse5234234resWeek2/Lindsay2/cleary2006.pdf |
Psychometry | |
Implementation |
Implementation details
No. of items | 28 |
Format | Likert |
Respondent | Self |
Scoring | Standardised |
Time | 0 |
Age | 14-16 |
Cost single purchase | Free |
Cost per child | Free |
Psychometric details
UK norms | No |
Cronbach's α | .72-.88 |
Test retest | Not reported |
Inter-rater reliability | Not reported |
EFA | 3-factor orthogo |
CFA | Not reported |
Criterion validity | Not reported |
Construct validity | Univariate analysis showed that the two achievement groups differed significantly across both TII, F(1,97)=20.52, p<.01 and PII, F(1, 97)= 3.94, p= .05. That is, the high achieving group reported greater interest and perceived value of studying and performing well in science than the low achieving group. |
Concurrent validity | Not reported |
Predictive validity | Not reported |
Responsiveness | Not reported |
Floor/Ceiling | Not reported |
References | Cleary, T. (2006). The development and validation of the self-regulation strategy inventory - self-report. Journal of School Psychology, 44(4), 307-322. doi:10.1016/j.jsp.2006.05.002 |