A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children

Development of a Direct, Quantitative Measurement Tool

Abstract

Self-regulatory abilities have been shown to be closely linked to academic success. There are a variety of measurement tools to assess self-regulated learning in pupils and students. Crucially, preschool age marks a sensible period for the maturation of self-regulated learning (SRL) and related abilities such as executive-control functions (EF). This is why the development of a direct instrument that fits the special characteristics of this age cohort is important. An adapted version of Zimmermann´s (2000) process model may serve as a theoretical basis. This pilot study intends to develop and evaluate a direct, quantitative measurement tool to assess SRL in an ‘online manner’. The measurement tool was tested in 183 preschoolers of German kindergartens. After a detailed item analysis, reliability was estimated and concurrent validity was examined. Statistical analysis indicates a satisfactory reliability for the measurement tool as a whole. Additionally, validity is supported by (small) significant overall-correlations with the external measure as well as EF measure. Nevertheless, the need for the optimization of the instrument is clear and the study has important implications for further research. In general, the results demonstrate that it is both plausible and possible to assess SRL in preschoolers directly at child level.