The purpose of the present study was to investigate to what extent self-regulated learning (SRL) is context-dependent. The Motivated Strategies for Learning Questionnaire (MSLQ) was repeatedly administered to 155 first-year students at a Singaporean polytechnic? a general version of the MSLQ before students entered the polytechnic and a course-specific version at the end of the first semester for mathematics, science and English courses. Data were analysed using structural equation modelling. The analyses included: (1) tests for invariance of factorial structures, (2) tests for invariance among latent means, and (3) a comparison of the predictive validity of the general and the course-specific versions of the MSLQ. The results showed that no significant differences could be found in the underlying structure of SRL between subject domains. In addition, average subscale responses were rather invariant across domains. Finally, coursespecific measures of SRL were generally not more accurate in predicting academic achievements than the general version. These findings taken together do not support the notion that SRL is context-dependent. Rather, SRL as measured by the MSLQ appears to be a stable disposition of the learner.

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doi.org/10.1080/03055690802648051, hdl.handle.net/1765/61350
Educational Studies
Erasmus School of Social and Behavioural Sciences

Rotgans, J.I, & Schmidt, H.G. (2009). Examination of the context-specific nature of self-regulated learning. Educational Studies, 35(3), 239–253. doi:10.1080/03055690802648051