Development and Validation of Socially Shared Regulated Learning Competency Test

Abstract

This study aimed to conceptualize socially shared regulated learning competency (SSRLC) and develop a valid and reliable instrument for junior secondary school students. Based on a review of relevant literature and two rounds of Delphi consultation with 16 experts, a theoretically grounded indicator system was established, comprising five dimensions: clarifying collaborative tasks, planning, monitoring, adaptation, and evaluation and reflection. On this basis, a 30-item Socially Shared Regulated Learning Competency Test (SSRLCT) was developed. The instrument was piloted with 225 students and subsequently validated with 955 students. Results showed satisfactory item functioning, strong internal consistency, and stable model-based reliability. Confirmatory factor analyses supported a correlated five-factor structure, and measurement invariance across gender was established. Criterion-related validity was further supported by a significant positive association with students’ collaboration. The study provides both a conceptual framework and a psychometrically supported tool for assessing SSRLC in junior secondary school students.

Keywords

socially shared regulated learning competency indicator system test development psychometric validation collaborative learning

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