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

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