Construct validation of a trait self‐regulation model

Authors:
Eunsook Hong, Harold F. O'Neil Jr
Published Online:
18 Oct 2010
DOI:
10.1080/00207590042000146
Pages:
186–194
Volume/Issue No:
Volume 36 Issue 3

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A confirmatory factor model of trait self‐regulation was tested in a sample of 246 eleventh‐graders in Korea. The good model fit and the pattern of factor correlations indicated that the third‐order factor, trait self‐regulation, was composed of two second‐order factors, trait metacognition and trait motivation; trait metacognition was composed of planning and self‐checking, and trait motivation was composed of effort and self‐efficacy. Trait metacognition and trait motivation were highly related, but were two distinguishable trait constructs. Importance of understanding both state and trait attributes of student characteristics in determining individual differences in learning and performance was discussed. It was suggested that teachers examine students' trait self‐regulatory behaviours via measuring their trait planning and self‐checking behavioural tendencies and their effort and self‐efficacy levels prior to providing self‐regulatory skill training.

Un modèle factoriel confirmatoire du trait d'autorégulation est testé dans un échantillon de 246 étudiants coréens de 11e année. La bonne correspondance du modèle et le patron de corrélations des facteurs indiquent que le facteur de 3e ordre, le trait d'autorégulation, comprend deux facteurs de 2e ordre, le trait de métacognition qui est composé de la planification et de l'autovérification, et le trait de motivation, qui comprend l'effort et l'efficacité personnelle Les traits de métacognition et de motivation sont fortement reliés mais sont néanmoins deux construits distincts. La discussion porte sur 'importance de comprendre les états et les traits des étudiants pour déterminer les différences individuelles d'apprentissage et de performance.

© 2001 International Union of Psychological Science