Abstract:

Self-regulation of learning is the degree to which a student has an active and creative role in their learning process, including aspects related to cognition, metacognition, motivation and behavior. Its development is fundamental in students, since it guarantees the achievement of learning outcomes in the face of educational models oriented to the development of competencies, as is the case of Mexico.

The literature review has made it possible to identify that there are different instruments to measure this variable. However, it has been detected that there is no contextualized in a particular way to Mexico. For this reason, a proposal called ESAA-2 (Self-Regulation of Learning Scale, in Spanish “Escala de Autorregulación del Aprendizaje”) has been developed, which contemplates three core dimensions identified in the literature:
(a) motivation and attitude towards learning,
(b) cognitive strategies, and
(c) self-assessment and metacognitive regulation.

The general objective of this work is to present the scientific validation of the instrument in terms of the analysis of reliability and construct validity. For this, a quantitative study was developed with a non-experimental design, a transactional approach, and a descriptive and correlational scope. The sample consisted of 1084 high school students, belonging to eight educational centers in different States of Mexico. Those schools were selected aleatory. The data of the students and educational institutions were used at all times under the principles of anonymity and confidentiality.

The instrument was applied through a virtual form (Google Forms) and the database was processed in the statistical package SPSS 27 (IBM). The statistical analyzes involved the analysis of the Cronbach's Alpha coefficient for the reliability of the instrument and their subscales, and the item-domain correlation methods and exploratory factor analysis to check the construct validity. All the phases of the investigation process were developed considering ethical principles proposed by COPE (Committee on Publication Ethics).

The results show a satisfactory psychometric quality of the ESAA-2, with sufficient evidence to affirm its scientific validation. The application of the instrument to secondary level students is proposed as a future scenario for this research, as well as the development of a new application in which a confirmatory factor analysis with structural equations is developed that allows to consolidate the validation.

Keywords:

Educational innovation, Self-regulated learning, Test, Reliability, Construct Validity, Upper secondary level, Mexico.