抄録
This study aimed to develop a scale for self-regulated learning strategies in physical education (SRLSPE) for junior high school students based on 3 cyclical self-regulatory phases. In survey 1,398 junior high school students completed open-ended responses on self-regulated learning strategies across 3 phases: forethought, performance control, and self-reflection. The responses yielded three categories for forethought: 6 for performance control and 2 for self-reflection. In Survey 2,867 students completed the SRLS-PE, attitudes toward physical education, and goal orientation. Additionally, 55 of these students participated in a retest to assess the testretest reliability. Factor analysis revealed 2 factors (goal-setting and motivational regulation) for forethought, 3 factors (trial and error, imitation, and cooperation) for performance control, and 1 factor (self-reflection) for selfreflection. The reliability of the self-regulated learning strategies was further examined using Cronbach’s alpha and 1-month retest correlations, both of which demonstrated satisfactory values. Correlation coefficients with attitudes toward physical education were calculated and showed moderate correlations for assessing the validity of the selfregulated learning strategies. Examination of the influence of goal orientation on self-regulated learning strategies revealed that task orientation had a significantly greater positive effect on self-regulated learning strategies than with ego orientation. Furthermore, female students scored significantly higher than with their male counterparts for self-regulated learning involving imitation, cooperation, and self-reflection. These findings suggest that selfregulated learning strategies have certain validity levels. Challenges and future directions of these scales are discussed.
