Development and Validation of the Marburg Self-Regulation Questionnaire for Teachers (MSR-T)

Abstract

This study presents the development and validation of a new measurement tool, the Marburg Self-regulation Questionnaire for Teachers (MSR-T). The questionnaire measures the self-regulatory processes of planning, monitoring and reflection in teacher-relevant contexts and aims to help assess and understand teachers’ self-regulatory skills in a broader context. In order to provide a reliable and valid instrument, an integrative framework model was developed and items were generated. In two online studies (N = 255; N = 356) involving German-speaking (trainee) teachers and student teachers, the psychometric properties were examined and the items were revised after conducting confirmatory factor analysis. Further, discriminant and convergent validity was examined by administering our scale along with indicators of professional restraint, self-efficacy and other constructs that are related to self-regulation. The MSR-T encompasses 27 items and showed acceptable to good internal consistencies. Moreover, validity analyses indicated good convergent and discriminant validity, making it an economical yet specific tool that can be used to assess self-regulatory processes, including planning, monitoring and reflection, within a specific context. The context-unspecific wording of the questionnaire allows for transferability to other professional contexts, opening up avenues for the examination of self-regulation research in different fields.

Keywords

• self-regulation
• teaching competencies
• measurement of self-regulation