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Reliability and Validity of the Metacognitive Self-Regulation in Lecture Scale.docx (111.69 kB)
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Reliability and Validity of the Metacognitive Self-Regulation in Lecture Scale.docx

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posted on 30.03.2022, 20:09 by Melanie BradyMelanie Brady, Dennis Hocevar

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.

History

Declaration of conflicts of interest

The authors declare no conflict of interest.

Corresponding author email

melanie.brady@usc.edu

Lead author country

United States

Lead author job role

Higher Education Lecturer

Lead author institution

University of Southern California

Ethics statement

IRB approval was sought and obtained to use the de-identified data from a series of studies conducted at a large southwestern university.

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