Development and validation of a self‐regulated learning teaching scale for preschool teachers

Abstract The present study developed and validated a self‐regulated learning (SRL) teaching scale with a total sample of 966 preschool teachers. A pool of items was generated from literature reviews, teacher interviews, and expert reviews using Zimmerman's cyclical model of SRL. An exploratory factor analysis ( N = 333) in study 1, and a confirmatory factor analysis ( N = 334), discriminant, and convergent validity ( N = 667) in study 2 were performed to support a six‐factor construct, including task analysis, self‐motivation beliefs, self‐control, self‐observation, self‐judgement, and self‐reaction, with a satisfactory fit. In study 3, the T‐SRL was found significantly correlated with teacher self‐efficacy, validating the scale's concurrent validity with another sample of 299 teachers. Overall, the findings collectively support the further development of the T‐SRL to assess teaching practice while emphasizing the need for more empirical research on promoting children's SRL.