| Test: | Academic Self-Regulated Learning Scale, A-SRL-S |
| Link: | persistent link: https://psytests.org/result?v=lrnoSTb8KFsS |
Memory Strategy | 2.4 | |
Goal Setting | 2.2 | |
Self-Evaluation | 3.1 | |
Seeking Assistance | 1.9 | |
Environmental Structuring | 2.0 | |
Learning Responsibility | 2.4 | |
Organizing | 2.3 | |
| low ⇒ average ⇒ high score | ||
norms by authors (n=309)
Higher scores indicate greater use of the corresponding strategy.
• Memory Strategy – the use of techniques to encode, store, and retrieve information for learning, including note cards, categorized lists, summaries, outlines, visualization, and self-recitation.
• Goal Setting – planning and scheduling study activities, including detailed schedules, timetables, weekly plans, and use of a planner or calendar.
• Self-Evaluation – monitoring one's own performance and seeking/welcoming feedback to improve, including tracking progress and being open to change based on feedback.
• Seeking Assistance – using external resources and social support to aid learning, including library resources, note-taking, group work, and peer collaboration.
• Environmental Structuring – managing the physical study environment to optimize concentration, including avoiding distractions like television and noise, and controlling lighting.
• Learning Responsibility – taking ownership of academic tasks and deadlines, including rechecking homework, prompt task completion, concern with deadlines, and prioritizing schoolwork
• Organizing – organizing study materials and physical study space, including highlighting key information, anticipating test content, organizing notebooks, studying at one's own pace, and maintaining a clean study area.