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Self-Efficacy for Self-Regulated Learning

A Validation Study

University of Kentucky, ellen.usher{at}uky.edu

Frank Pajares

Emory University

The psychometric properties and multigroup measurement invariance of scores on the Self-Efficacy for Self-Regulated Learning Scale taken from Bandura's Children's Self-Efficacy Scale were assessed in a sample of 3,760 students from Grades 4 to 11. Latent means differences were also examined by gender and school level. Results reveal a unidimensional construct with equivalent factor pattern coefficients for boys and girls and for students in elementary, middle, and high school. Elementary school students report higher self-efficacy for self-regulated learning than do students in middle and high school. The latent factor is related to self-efficacy, self-concept, task goal orientation, apprehension, and achievement.

Key Words: self-efficacy • self-regulation • self-regulated learning • social cognitive theory • academic motivation

This version was published on June 1, 2008

Educational and Psychological Measurement, Vol. 68, No. 3, 443-463 (2008)
DOI: 10.1177/0013164407308475


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