Abstract
The theme of this research is combined the content analysis of self-regulated learning and metacognition theory with the response eliciting design to develop the self-regulation inventory (SRI) of Likert’s rating scale on mathematical problem solving. The subjects are composed of 318 first graders coming from Chiayi by convenient and cluster sampling. All subjects receive the testing with SRI, then the data be analyzed statistically. In light of item analysis, there are 77.7% average level of performance, and well internal correlation and critical ratio no matter what in single item, sub-scale or whole scale. In light of validity analysis, two factors are found in the results of exploratory and confirmatory factor analysis (general and executive self-regulation), there are well uni-dimentionality, variance proportions of factor extraction, model fit additionally. In light of reliability analysis, there are well α coefficient and composite reliability. Finally, the performances are different in general self-regulation significantly for individuals with different gender and mathematical achievements in school.
| Keywords: | assessment of self-regulation; metacognition; mathematical problem solving; reliability and validity of inventory; self-regulated learning |
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