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Reliability and Validity of the Metacognitive Self-Regulation in Lecture Scale
  • Melanie Brady,
  • Dennis Hocevar
Melanie Brady

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Dennis Hocevar
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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.