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  Previous issue (2020. Vol. 9, no. 1)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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Measuring self-regulated learning: a review of questionnaires 42

Vilkova K.A.
Junior Research Fellow and Postgraduate Student, Centre of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics, Moscow, Russia
ORCID: https://orcid.org/0000-0003-4260-9087
e-mail: kvilkova@hse.ru

Abstract
In recent years, there has been a growing interest in «self–regulated learning» among researchers in psychology and pedagogy. However, at the moment there is no consensus of what it meant by it. The diversity of views resulted in a number of different measures. This paper presents a review of the most common questionnaires measuring self–regulated learning. The author analyses such questionnaires’ characteristics as theoretical background, internal structure, and validity. The analysis reveals that all of the questionnaires are based on different internal structures, which reflect authors’ ideas about self-regulated learning. Finally, the conclusion gives the recommendations for choosing a questionnaire and identifies the areas for further research.

Keywords: self–regulated learning, social–cognitive theory, measures, questionnaires.

Column: Educational psychology

DOI: https://doi.org/10.17759/jmfp.2020090211

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