期刊名称：Educational Measurement and Evaluation Review
印刷版ISSN：2094-5876
电子版ISSN：2467-6586
出版年度：2012
卷号：3
页码：12
语种：English
出版社：Philippine Educational Measurement and Evaluation Association
摘要：The present study assessed high school students’ self-regulation and the use of learning strategies. The study also determined whether they can predict school ability. Based on the social cognitive theory, individuals’ use of powerful learning strategies (i. e., self-regulation and learning strategies) can build on students’ school ability. Three questionnaires that include the Academic Self-regulated Learning Scale (A-SRL-S), Learning Strategy Scale (LSC), and Otis Lennon School Ability Test (OLSAT) were administered to 350 high school students in Manila. Structural Equations Modeling (SEM) was used to test the effect of A-SRL-S and LSC on OLSAT. Contrary to our hypothesis both self-regulation as well as learning strategies did not have a significant effect on school ability. The overall model attained a good fit (RMSEA= .07; PGI= .94; GFI= .91; AGFI=.88). Results indicate that high self-regulation and usage of learning strategies do not predict school ability. However, the relationship between the A-SRL-S and LSC marked construct validity.
