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 Designed to examine teacher ratings of the frequency with which students engage in various help-seeking behaviours (e.g., ask about specific errors on tests, seek out and attend extra help sessions), self-motivation tactics (e.g., to push oneself to learn the details of course lessons), and organization behaviours (e.g., keeps class materials organized) within the mathematics classroom context.
Example The students asks insightful questions in class
Link https://rucore.libraries.rutgers.edu/rutgers-lib/48195/PDF/1/

Implementation details

No. of items 13
Format Likert
Respondent Teacher
Scoring Standardised
Time 0
Age 14-16
Cost single purchase Free
Cost per child Free

Psychometric details

UK norms No
Cronbach's α .97
Test retest Not reported
Inter-rater reliability Not reported
EFA 3-factor solutio
CFA Not reported
Criterion validity Not reported
Construct validity Not reported
Concurrent validity r= .32 with student reported mathematics interest; r= -.41 with Maladaptive Regulatory Behaviors (MRB); r= -.42 with Learning and Study Strategies Inventory test taking
Predictive validity The SRSI-TRS accounted for a medium level of variation (9.4 %) in mathematics classroom test scores, after controlling for approximately 28% of the variance attributed to prior mathematics skills and student-reported motivation beliefs and regulatory behaviours.
Responsiveness Not reported
Floor/Ceiling Not reported
References Cleary, T. J., & Callan, G. L. (2014). Student self-regulated learning in an urban high school predictive validity and relations between teacher ratings and student self-reports. Journal of Psychoeducational Assessment, 32(4), 295-305. doi:10.1177/0734282913507653