Validation of a Czech Self-Regulated Learning Questionnaire

Abstract

Self-regulated learning (SRL) is a concept of great use for teachers of adult learners as these learners are especially capable of engaging in autonomous behaviour, and their understanding of aspects of SRL allows teachers to identify areas in which to provide support so that to make learning more effective. A validated instrument for a particular population is necessary to obtain reliable data on the basis of which SRL may be explored. In this study, we aimed to modify the Czech DAUS1 self-regulated learning questionnaire, based on the Motivated Strategies for Learning Questionnaire, the Learning and Strategies Study Inventory, and the Metacognitive Awareness Inventory, for adult learners in informal language education, and to validate the new instrument. First, items addressing aspects unrelated to informal education were modified or eliminated by an expert panel. Subsequently, exploratory factor analysis was conducted on a sample of 403 adult learners, resulting in a three-factor model. The factors included self-efficacy (14 items), metacognition (8 items), and motivation (8 items). The Cronbach’s alpha value of the new instrument was determined as 0.83. The new validated instrument ought to facilitate further investigation of SRL in adult learners in informal education.