Development of a self-regulated learning strategies in physical education scale for junior high school students

This study aimed to develop a scale for Self-Regulated Learning Strategies in Physical Education (SRLS-PE) for junior high school students based on three cyclical selfregulatory phases.In Survey 1, 398 junior high school students completed open-ended responses on self-regulated learning strategies across three phases: forethought, performance control, and self-reflection.The responses yielded three categories for forethought: six for performance control and two for self-reflection.In Survey 2, 867 students completed the Self-Regulated Learning Strategies in Physical Education (SRLS-PE), attitudes toward physical education, and goal orientation.Additionally, 55 of these students participated in a retest to assess the test-retest reliability.Factor analysis revealed two factors (goal-setting and motivational regulation) for forethought, three factors (trial and error, imitation, and cooperation) for performance control, and one factor (self-reflection) for self-reflection.The reliability of the self-regulated learning strategies was further examined using Cronbach's alpha and one-month retest correlations, both of which demonstrated satisfactory values.Correlation coefficients with attitudes toward physical education were calculated and showed moderate correlations to assess the validity of the self-regulated learning strategies.Goal orientation's influence on self-regulated learning strategies was examined, revealing that task orientation exhibited a greater significantly positive effect on self-regulated learning strategies, compared with ego orientation.Furthermore, female students scored significantly higher-compared with their male counterparts-on self-regulated learning involving imitation, cooperation, and self-reflection.These findings suggest that the self-regulated learning strategies have certain validity levels.Challenges and future directions of these scales are discussed.早期公開