文章名称：Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach
文献引用：Vandevelde, Sabrina, Van Keer, Hilde, & Rosseel, Yves. (2013). Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach. Contemporary Educational Psychology, Vol 38(4), 407-425. doi: https://dx.doi.org/10.1016/j.cedpsych.2013.09.002, © 2013 by Elsevier. Reproduced by Permission of Elsevier.
量表名称：Children’s Perceived use of Self-Regulated Learning Inventory
计分方式：The final measure consists of 75 items and utilizes a 5-point Likert scale ranging from 1 to 5.
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量表维度：
TO1 Before I start my schoolwork, I read the instructions carefully.
TO2 Before I start my schoolwork, I ask myself: ‘What is it about? What do I already know about it?’
TO3 Before I start my schoolwork, I ask myself: ‘Do I know what kind of a task this is?
TO4 If I get a task similar to one I have already done, I ask myself: ‘How did I approach it last time? Was
that a good approach?’
TO5 Before I start my schoolwork, I ask myself: ‘What do I feel about this task (fun, difficult,
interesting, . . .)?’
TO6 Before I start my schoolwork, I ask myself: ‘Will I succeed?’
PL2 Before I start my schoolwork, I decide what to do first and what later.
PL3 If I find my schoolwork difficult, I allow more time for it.
PL4 If I have to do a large assignment, I start some days before and every day I do a piece of it.
PL5 Before I start my schoolwork, I think how much time I will need.
I do my best for school, . . .
ER1 because I am supposed to do so by others (my parents, the teacher, etc.).
ER2 because others (my parents, the teacher, etc.) oblige me to do so.
ER3 because others (my parents, the teacher, etc.) force me to do so.
INR1 because I would feel guilty if I didn’t do my best.
INR2 because I would feel ashamed if I didn’t do my best.
INR3 because I want others (my parents, the teacher, etc.) to think I’m smart.
INR4 because I want to show others (my parents, the teacher, etc.) that I am a good student.
IDR1 because I want to learn new things.
IDR2 because I think it is important for the future.
IDR3 because I find it useful for myself.
IDR4 because I find it important to me as a person.
IM1 because I find it very interesting.
IM2 because I like doing it.
IM3 because I enjoy doing it.
I’m good at . . .
SER1 thinking at first about how I will approach my schoolwork.
SER2 planning the timing of my schoolwork before I start making it.
SEM1 motivating myself to start making on my schoolwork.
SEM2 motivating myself to finish my schoolwork.
SEM3 making my schoolwork, even if I find it boring or difficult.
SER3 working with consistent attention during my schoolwork.
SEM4 holding onto my schoolwork.
SER4 knowing what is important and less important when studying.
SER5 pointing out the information that is important when studying.
SER6 connecting new things to what I already know.
SER7 making a scheme or mind map when studying.
SER8 changing my strategy when it doesn’t work out during my schoolwork.
SER9 checking my schoolwork by myself.
When studying, . . .
LSL1 I read or recall everything again and again until I know it by heart.
LSL2 I copy everything until I know it by heart.
LSL3 I cover up part of the material and try to say it out loud.
LSL4 I practise until I know everything.
LDL1 I try to repeat the new material in my own words.
LDL2 I make a summary.
LDL3 I use tricks or mnemonics to remember something easier.
LDL4 I link it to what I already know.
LDL5 I look for examples connected to what I am learning.
LDL6 I make up test questions and answer them after studying.
LDL7 I make a scheme or a mind map.
LDL8 I mark important information or write it down.
LDL9 I look for the main subjects or topics.
LDL10 I figure out the meaning of difficult words.
MOTS1 During my schoolwork, I motivate myself to keep working.
MOTS4 During my schoolwork, I say to myself: ‘Just a little more and it is finished!’
MOTS5 During my schoolwork, I say to myself: ‘You can do it, just keep on working!’
MOTS6 During my schoolwork, I think about reasons why it is important to complete this schoolwork.
MT1 During my schoolwork, I ask myself: ‘Is it working well in this way?
MT2 If I notice something isn’t working out, I try a different approach.
MT3 During my schoolwork, I ask myself: ‘Do I still understand everything?’
MT4 During my schoolwork, I ask myself: ‘Do I still have enough time?
MT5 During my schoolwork, I check what I already have done from time to time and how much I still
have to do.
MT6 During my schoolwork, I follow my plan.
MT7 During my schoolwork, I ask myself: ‘What part is difficult? What do I have to practice some more?’
P1 Even if I would rather do other things, I make myself start my schoolwork.
P2 Even if my schoolwork is difficult or boring, I do my best.
P3 Even if I would rather do other things, I finish my schoolwork.
P4 I carry on until I finish my schoolwork.
P5 During my schoolwork, I work attentively and don’t take my mind off it.
P6 If I am distracted while doing my schoolwork, I immediately try to continue working.
After finishing my schoolwork, . . .
SPROD1 I go over my answers again.
SPROD2 I check that I haven’t forgotten anything.
SPROD3 I check if I have done everything that was asked for.
SPROC1 I ask myself: ‘Have I done it the right way?’
SPROC2 I ask myself: ‘Will I use a similar approach next time, or should I choose a different approach?’
SPROC3 I ask myself: ‘Did that way of doing it worked well?’
SPROC4 I ask myself: ‘How did I feel about it? (fun, difficult, boring, interesting, . . .)?’
a The items were translated from Dutch into English by the first author. The translation was double checked by
the second author, an interpreter and a native-speaker, who is researcher in educational and social research
working with primary education pupils.
b TO = task orientation, PL = planning, ER = external regulation, INR = introjected regulation, IDR = identified
regulation, IR = intrinsic motivation, SER = self-efficacy regulation, SEM = self-efficacy motivation, LSL = surface
learning strategies, LDL = deep-level learning strategies, MOTS = motivational strategies, MT = monitoring,
P = persistence, SPROD = product evaluation, SPROC = process evaluation.
