Preparing a training course, seminar or any learning experience should be based on the learners’ needs and their interpretation. It is important for a trainer to identify the main ways and methods to identify learners’ needs and to be aware of the importance of doing this process to base the learning intervention on solid foundations. Name Style
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Reliability and Validity of the Metacognitive Self-Regulation in Lecture Scale.docx (111.69 kB)
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Metacognitive self-regulation (MSR), as measured by one dimension of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, 1991), has proven to be one of the most useful constructs in educational research over the last thirty years. One important aspect of the MSR dimension of the MSLQ is that metacognition is assessed at the course level. The purpose of this study is to introduce a new more task-specific measure of metacognition, Metacognitive Self-Regulation in Lecture (MSR-L; Authors, 2022). The MSR-L has as its sole focus metacognition in lectures. Archival data for both undergraduate and graduate college students are used to demonstrate the instrument’s reliability, factorial validity, stability, discriminant validity, and construct validity. The instrument’s potential use in educational research is discussed.
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