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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 2022-03-30, 20:09 authored 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.


Declaration of conflicts of interest

The authors declare no conflict of interest.

Corresponding author email

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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  • Yes, I agree to Advance terms

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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