Using Peer Modeling to Teach Self-Regulation

The author used confirmatory factor analysis (CFA) to model self-regulation subprocesses as latent concepts in an examination of the effectiveness of peer modeling for teaching self-regulation. The design was a nonequivalent pretestposttest control group design with 63 participants (52 women and 11 men). The experimental group received self-regulation training through a self-regulation videotape and a peer-advocated action plan. The control group received no training. Difference scores were calculated for both groups and analyzed with analysis of variance. The author used a 50-item Likert-type Self-Regulation Inventory (SRI) as a pretest and posttest to measure participants' self-regulatory attitudes and behaviors. The experimental group performed significantly better than the control group. The author used CFA to test the goodness of fit between a hypothesized model of self-regulation and the sample data. On the basis of a priori specification of the CFA model, the author predicted that responses to the SRI could be explained by 7 1st-order factors (Help-Seeking, Study Strategies, Self-Motivation, Self-Evaluation, Self-Efficacy, Managing Distractions, and Self-Monitoring) and 1 2nd-order factor of Self-Regulation. The results of the CFA indicated adequate goodness of fit.