Construct validation of a strategy model of student self-regulated learning.

Using student interviews, teacher ratings, and achievement test outcomes, we validated a strategy model of student self-regulated learning as a theoretical construct. Forty-four male and 36 female high school students were asked to describe their use of 14 self-regulated learning strategies in six contexts, and their teachers rated these students for their self-regulated learning during class. Factor analyses of the teachers' ratings along with students' scores on a standardized test of mathematics and English revealed a single self-regulated learning factor that accounted for nearly 80% of the explained variance and two smaller factors that were labeled Student Verbal Expressiveness and Achievement. Students' reports of using self-regulated learning strategies during a structured interview correlated .70 with the obtained teachers' rating factor and were negatively related to the Student Verbal Expressiveness and Achievement Factors. Our results indicate both convergent and discriminative validity for a self-regulated learning construct. An important new topic of research in student academic functioning has been termed self-regulated learning (Corno, 1986; Henderson, 1986; McCombs, 1986; Schunk, 1986; Wang & Peverly, 1986). Although interest in this topic has diverse theoretical origins, a common conceptualization of students has emerged as metacognitively, motivationally, and behaviorally active participants in their own learning process (Zimmerman, 1986). In terms of metacognitive processes, self-regulated learners plan, organize, self-instruct, and selfevaluate at various stages during the acquisition process. From a motivational vantage, self-regulated learners perceive themselves as self-efficacious, autonomous, and intrinsically motivated. In terms of behavior, self-regulated learners select, structure, and even create social and physical environments that optimize acquisition. According to this view, effective learners become aware of functional relations between their patterns of thought and action (often termed strategies) and social and environmental outcomes. There is a growing research literature indicating the importance of students' use of self-regulate d learning strategies. Recently Zimmerman and Martinez-Pons (1986) proposed a model that comprised 14 categories of self-regulated learning strategies that high school students use during class and study. These strategies included self-evaluation (Bandura & Cervone,