Multidimensional assessment of self-regulated learning with middle school math students

Gregory L. Callan, Timothy J. Cleary

Research output: Contribution to journalArticlepeer-review

37 Scopus citations


This study examined the convergent and predictive validity of self-regulated learning (SRL) measures situated in mathematics. The sample included 100 eighth graders from a diverse, urban school district. Four measurement formats were examined including, 2 broad-based (i.e., self-report questionnaire and teacher ratings) and 2 task-specific measures (i.e., SRL microanalysis and behavioral traces). Convergent validity was examined across task-difficulty, and the predictive validity was examined across 3 mathematics outcomes: 2 measures of mathematical problem solving skill (i.e., practice session math problems, posttest math problems) and a global measure of mathematical skill (i.e., standardized math test). Correlation analyses were used to examine convergent validity and revealed medium correlations between measures within the same category (i.e., broad-based or task-specific). Relations between measurement classes were not statistically significant. Separate regressions examined the predictive validity of the SRL measures. While controlling all other predictors, a SRL microanalysis metacognitivemonitoring measure emerged as a significant predictor of all 3 outcomes and teacher ratings accounted for unique variance on 2 of the outcomes (i.e., posttest math problems and standardized math test). Results suggest that a multidimensional assessment approach should be considered by school psychologists interested in measuring SRL.

Original languageEnglish (US)
Pages (from-to)103-111
Number of pages9
JournalSchool Psychology Quarterly
Issue number1
StatePublished - Mar 2018

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


  • Assessment
  • Mathematical problem solving
  • Measurement
  • Metacognition
  • Self-regulated learning


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