Assessing teacher self-regulation: validation and profiles in initial training
DOI:
https://doi.org/10.22235/pe.v18i2.4529Keywords:
well-being, teacher education, self-regulation, student teachers, educational assessmentAbstract
Understanding how future teachers self-regulate their teaching activities is essential for strengthening educational quality. Assessing this process is challenging, especially in initial teacher training, where developing it is crucial. This instrumental study aimed to validate the Teacher Self-Regulation Assessment Questionnaire among pre-service teacher education students in Uruguay. A total of 175 students from a teacher training institute in Maldonado participated (94 % women; M = 27.6 years), all undertaking pre-professional practice. In addition to the teacher self-regulation questionnaire, a teacher well-being questionnaire was administered. The analyses aimed to gather evidence of construct and convergent validity and to explore teacher self-regulation profiles. The results support the validity of the factorial model of the original scale, with a second-order factor (self-regulation) and three first-order factors: forethought, performance, and self-reflection. The scales and subscales showed acceptable reliability indicators. Significant positive correlations were found between teacher self-regulation and teacher well-being. Cluster analysis identified profiles corresponding to high, medium, and low levels of teacher self-regulation, showing internal variability. The results suggest that the questionnaire is a valid instrument for assessing teacher self-regulation in initial teacher training. The relationship with teacher well-being highlights the importance of teacher self-regulation in developing interventions aimed at improving educational quality.
Downloads
References
Ainscough, L., Leung, R., Colthorpe, K., & Langfield, T. (2019). Characterizing university students’ self-regulated learning behavior using dispositional learning analytics. En 5th International Conference on Higher Education Advances (pp. 233-241). Universidad Politécnica de Valencia.
Alcántara-Valverde, L., (2009). Profesores Autorregulados. Diseño y validación de una interfase autorregulatoria. Revista Mexicana de Investigación Educativa, 14(43), 1219-1248.
Anijovich, R., & Capelletti, G. (2018). La práctica reflexiva en los docentes en servicio. Posibilidades y limitaciones, en Espacios en Blanco. Revista de Educación, 28, 75-90. https://host170.sedici.unlp.edu.ar/server/api/core/bitstreams/dee05603-80c5-4c05-8c db-aad3e679c10a/content
Ayuste González, A. & Payà, M. (2024). La investigación como estrategia de aprendizaje y mejora de la práctica docente en la formación inicial de maestros. Didacticae, 16, 1-19. https://doi.org/10.1344/did.42160
Azizah, U., & Nasrudin, H. (2021). Metacognitive skills and self-regulated learning in prospective chemistry teachers: Role of metacognitive skill-based teaching materials. Journal of Turkish Science Education, 18(3), 461-476. https://doi.org/10.36681/tused.2021.84
Balcikanli, C. (2011). Metacognitive awareness inventory for teachers (MAIT). Electronic Journal of Research in Educational Psychology, 9(3), 1309-1332. https://doi.org/10.25115/ejrep.v9i25.1620
Carretero-Dios, H., & Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. International Journal of Clinical and Health Psychology, 5(3), 521-551. https://www.redalyc.org/pdf/337/33705307.pdf
Cervantes Arreola, D. I., Anguiano Escobar, B., & Hernández, J. A. E. (2019). Las Prácticas Educativas Profesionales de la Licenciatura en Educación UACJ: experiencias y perspectivas de estudiantes. Praxis Educativa, 23(2), 1-13. https://dx.doi.org/10.19137/praxiseducativa-2019-230204
Çetin, B. (2017). The influence of Pintrich’s self-regulated learning model on elementary teacher candidates in a life science course. Journal of Education and Training Studies, 5(8), 30. https://doi.org/10.11114/jets.v5i8.2460
Cleary, T. J., & Russo, M. R. (2023). A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions. Psychology in the Schools, 61, 80–102. https://doi.org/10.1002/pits.23035
Cleary, T. J., Slemp, J., & Pawlo, E. R. (2021). Linking student self-regulated learning profiles to achievement and engagement in mathematics. Psychology in the Schools, 58(4), 443-457. https://doi.org/10.1002/pits.22456
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teacher Well-Being: Exploring Its Components and a Practice-Oriented Scale. Journal of Psychoeducational Assessment, 33(8), 744-756. https://doi.org/10.1177/0734282915587990
Consejo de Formación en Educación. (2022). Marco curricular de la formación de grado de los educadores. https://www.cfe.edu.uy/images/stories/pdfs/documentos_aprobados_cfe/2022/AE11_R2993_CODICEN.pdf
Corneille, O., & Gawronski, B. (2024). Self-reports are better measurement instruments than implicit measures. Nature Reviews Psychology, 3, 835-846. https://doi.org/10.1038/s44159-024-00376-z
Cornejo Chávez, R., Etcheberrigaray, G., Vargas, S., & Assaél, J. (2020). Emociones y trabajo docente: organizando un debate científico ausente en América Latina. Curriculo sem Fronteiras, 20(1). https://doi.org/10.35786/1645-1384.v20.n1.18
Cunha, N. de B., & Boruchovitch, E. (2016). Percepção e conhecimento de futuros Professores sobre seus processos de aprendizagem. Pro-Posições, 27(3), 31-56. https://doi.org/10.1590/1980-6248-2015-0008
Dan, Q., Yin, H., & Bai, B. (2025). Three paradigms of inquiry into self-regulated learning (SRL): A critical analysis and ways to transformative and integrated practices. Asia Pacific Education Review, 26, 749-761. https://doi.org/10.1007/s12564-025-10035-4
Dávila-Ramírez, J. R., Huertas Martínez, J. A., & Leal Soto, F. A. (2023). Estructura psicológica del bienestar docente: Justificación de un modelo situado. Revista de Psicodidáctica, 29(1), 19-27. https://doi.org/10.1016/j.psicod.2023.11.001
Davis, S. K., & Hadwin, A. F. (2021). Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learning Research, 9(1), 30-43. https://doi.org/10.14786/flr.v9i1.581
Davis, V. A., Rodríguez, C. H., & Contreras, M. T. L. (2018). Evaluación de la autorregulación de la docencia y el aprendizaje en la formación inicial docente. Revista Ciencia Administrativa, 10, 187-202. https://bit.ly/3OWRXS1
Duman, B., & Semerci, Ç. (2019). The effect of a metacognition-based instructional practice on the metacognitive awareness of the prospective teachers. Universal Journal of Educational Research, 7(3), 720-728. https://doi.org/10.13189/ujer.2019.070311
Erdogan, T., & Senemoglu, N. (2017). PBL in teacher education: its effects on achievement and self-regulation. Higher Education Research and Development, 36(6), 1152–1165. https://doi.org/10.1080/07294360.2017.1303458
Fernández-Ortube, A., Panadero, E., & Dignath, C. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: A Systematic Review. Educational Psychology Review, 36(4), 113. https://doi.org/10.1007/s10648-024-09919-5
Flores-Carrasco, P. G., Díaz-Mujica, A., & Lagos-Herrera, I. E. (2017). Comprensión de textos en soporte digital e impreso y autorregulación del aprendizaje en grupos universitarios de estudiantes de educación. Educare, 21(1), 124-140. https://doi.org/10.15359/ree.21-1.7
Fox, H. B., Walter, H. L., & Ball, K. B. (2023). Methods used to evaluate teacher well‐being: A systematic review. Psychology in the Schools, 60(10), 4177-4198. https://doi.org/10.1002/pits.22996
García, D. (2023). The story of the affective profiles model: Theory, Concepts, Measurement, and Methodology. En García, D. (Ed), The affective profiles Model (pp. 3-24). Springer. https://doi.org/10.1007/978-3-031-24220-5_2
García-Montero, I., & Bustos-Córdova, R. B. (2020). Desarrollo de la autonomía y la autorregulación en estudiantes universitarios: Una experiencia de investigación y mediación. Sinéctica, (55), 1-21. https://doi.org/10.31391/s2007-7033(2020)0055-003
Gencel, I. E. (2017). The effect of portfolio assessments on metacognitive skills and on attitudes toward a course. Educational Sciences: Theory & Practice, 17(1), 293-319. https://doi.org/10.12738/estp.2017.1.0378
Greene, J. A., Bernacki, M. I., & Hadwin, A. F. (2024). Self-regulation. En P. A. Schutz & K. R. Muis (Eds.), Handbook of Educational Psychology (4a ed.). Routledge.
Gutiérrez de Blume, A. P., Montoya Londoño, D. M., Jiménez Rodríguez, V., Morán Núñez, O., Cuadro, A., Daset, L., Molina Delgado, M., García de la Cadena, C., Beltrán Navarro, M. B., Puente Ferreras, A., Urquijo, S., & Arias, W. L. (2024). Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries. Metacognition Learning, 19, 793-825. https://doi.org/10.1007/s11409-024-09388-9
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hughes, A. J., & Partida, E. (2020). Promoting pre-service STEM education teachers’ metacognitive awareness: Professional development designed to improve teacher metacognitive awareness. Journal of Technology Education, 32(1), 5-20. https://doi.org/10.21061/jte.v32i1.a.1
Huriye, D. (2015). Development of metacognitive skills: designing problem-based experiment with prospective science teachers in biology laboratory. Educational Research and Reviews, 10(11), 1487-1495. https://doi.org/10.5897/err2015.2283
Inaltun, H., & Ateş, S. (2015). Investigating relationships among pre-service science teachers’ conceptual knowledge of electric current, motivational beliefs and self-regulation. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1657-1676. https://doi.org/10.12973/eurasia.2015.1494a
Instituto Nacional de Evaluación Educativa. (2016). Los maestros recientemente egresados. ¿Cuáles son sus perspectivas sobre su formación y la primera etapa de la vida profesional? https://www.ineed.edu.uy/images/pdf/Informe_Final_Maestros.pdf
Instituto Nacional de Evaluación Educativa. (2025). Aristas 2023: Informe de resultados de tercero y sexto de educación primaria. https://www.ineed.edu.uy/aristas-primaria-2023/
Jado, M. A. (2015). The effect of using learning journals on developing self-regulated learning and reflective thinking among pre-service teachers in Jordan. Journal of Education and Practice, 6(5), 89-104. https://files.eric.ed.gov/fulltext/EJ1083603.pdf
Jamovi Project (2024). jamovi (Version 2.5) [Computer Software]. https://www.jamovi.org
Karlen, Y., Hertel, S., Grob, U., Jud, J., & Hirt, C. N. (2024). Teachers matter: Linking teachers and students’ self-regulated learning. Research Papers in Education, 40(3), 414–441. https://doi.org/10.1080/02671522.2024.2394059
Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023). Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education, 125, 104055. https://doi.org/10.1016/j.tate.2023.104055
Kassambara, A. (2017). Practical Guide to Cluster Analysis in R. STHDA
Kramarski, B. (2018). Teachers as agents in promoting students' SRL and performance: Applications for teachers' dual-role training program. En D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (223-239). Routledge, Taylor & Francis Group.
Kramarski, B., & Heaysman, O. (2021). A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes, Educational Psychologist, 56(4), 298-311. https://doi.org/10.1080/00461520.2021.1985502
Kramarski, B., & Kohen, Z. (2017). Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts. Metacognition and Learning, 12(2), 157-191. https://doi.org/10.1007/s11409-016-9164-8
Kuvac, M., & Koc, I. (2018). The effect of problem-based learning on the metacognitive awareness of pre-service science teachers. Educational Studies, 45(5), 646-666. https://doi.org/10.1080/03055698.2018.1509783
Li, S., Chen, G., Xing, W., Zheng, J., & Xie, C. (2020). Longitudinal clustering of students’ self-regulated learning behaviors in engineering design. Computers & Education, 153, 103899. https://doi.org/10.1016/j.compedu.2020.103899
López-Angulo, Y., Sáez Delgado, F., Torres Otey, K., Vega Inzunza, C., Fuentes Zuchel, C., & García Fonseca, T. (2022). Prácticas docentes de autorregulación del aprendizaje para la promoción de la permanencia universitaria en contexto de pandemia. Revista E-Psi, 11(1), 141-156. https://artigos.revistaepsi.com/2022/Ano11-Volume1-Artigo8.pdf
Marcelo, C., & Vaillant, D. (2018). La formación inicial docente: problemas complejos-respuestas disruptivas. Cuadernos de pedagogía, 489, 27-32. https://graphos.com.uy/MARIA/VAILLANT/wp-content/uploads/2018/06/Cuaderno s-de-Pedagogia_489-2018_DV-CM.pdf
Mattern, J., & Bauer, J. (2014). Does teachers’ cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context. Teaching and Teacher Education, 43, 58-68. https://doi.org/10.1016/j.tate.2014.05.004
Medel, G. A., Vilanova, S. L., Biggio, C., García, M. B., & Martín, S. S. (2017). Estrategias meta-cognitivas y concepciones sobre el aprendizaje en la formación inicial de profesores universitarios del área de ciencias exactas y naturales. Informes Psicológicos, 17(1), 35-51. https://doi.org/10.18566/infpsic.v17n1a02
Morgado, F. F. R., Meireles, J. F. F., Neves, C. M., Amaral, A. C. S., & Ferreira, M. E. C. (2018). Scale development: Ten main limitations and recommendations to improve future research practices. Psicologia: Reflexão e Crítica, 30(3). https://doi.org/10.1186/s41155-016-0057-1
Ogle, D., Doll, J., Wheeler, A., & Dinno, A. (2023). FSA: Simple Fisheries Stock Assessment Methods (R package version 0.9.5) [Software]. https://CRAN.R-project.org/package=FSA
Pantiwati, Y., & Husamah. (2017). Self and peer assessments in active learning model to increase metacognitive awareness and cognitive abilities. International Journal of Instruction, 10(4), 185–202. https://doi.org/10.12973/iji.2017.10411a
Peel, K. (2021). Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning, Journal of Education for Teaching, 47(2), 201-219, https://doi.org/10.1080/02607476.2020.1855061
Pérez-Pereira, M. J. (2022). Los docentes en las investigaciones sobre aprendizaje autorregulado en Latinoamérica, una revisión sistematizada [Trabajo final de grado inédito]. Universidad Católica del Uruguay.
R Core Team. (2024). R: A language and environment for statistical computing [Software]. R Foundation for Statistical Computing. https://www.R-project.org/.
Revelle, W. (2022). psych: Procedures for Psychological, Psychometric, and Personality Research (R package version 2.2.9) [Software]. https://CRAN.R-project.org/package=psych
Rodríguez, S., González-Suárez, R., Vieites, T., Piñeiro, I., & Díaz-Freire, F. M. (2022). Self-Regulation and Students Well-Being: A Systematic Review 2010–2020. Sustainability, 14(4), 2346. https://doi.org/10.3390/su14042346
Rodríguez-Gómez, D., Flores Alarcia, Ò., Muñoz Moreno, J. L., & Ion, G. (2025). Climbing up through Self-Regulated Learning (SRL): A comparative analysis of SRL processes among pre-service an in-service school teachers. Revista Interuniversitaria de Formación Del Profesorado, 100(39.1), 161-180. https://doi.org/10.47553/rifop.v100i39.1.99650
Ronqui, V., Trias, D., & Huertas, J. A. (2024). Assessing Self- Regulated processes: What do primary school students do, say and think in the process of understanding a text? European Journal of Psychology of Education, 39, 2531-2550. https://doi.org/10.1007/s10212-024-00830-9
Rosseel, Y. (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1-36. https://doi.org/10.18637/jss.v048.i02
Sacilotto, I. C., & Boruchovitch, E. (2024). Estratégias de aprendizagem autorregulada de professores em exercício: Uma revisão sistemática de literatura. Momento. Diálogos em Educação, 33(2), 364-385.
Sáez-Delgado, F., Lobos-Peña, K., López-Angulo, Y., Mella-Norambuena, J., & Pinochet, P. (2023). Fomento de la autorregulación del aprendizaje desde una comprensión cualitativa durante la pandemia de COVID-19. Revista Mexicana de Investigación Educativa, 28(96), 159-186. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-666620230001 00159&lng=es&tlng=es
Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., Baeza-Sepúlveda, C., Contreras-Saavedra, C., & Lozano-Peña, G. (2022). Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education. Sustainability, 14(24), 16863. https://doi.org/10.3390/su142416863
Schellings, G., & van Hout-Wolters, B. (2011). Measuring strategy use with self-report instruments: Theoretical and empirical considerations. Metacognition and Learning, 6(2), 83-90. https://doi.org/10.1007/s11409-011-9081-9
Shilo, A., & Kramarski, B. (2019). Mathematical-metacognitive discourse: how can it be developed among teachers and their students? Empirical evidence from a videotaped lesson and two case studies. ZDM Mathematics Education, 51, 625-640. https://doi.org/10.1007/s11858-018-01016-6
Song, Y., Li, C., Xing, W., Li, S., & Lee, H. H. (2024). A fair clustering approach to self-regulated learning behaviors in a virtual learning environment. Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 771-778). https://doi.org/10.1145/3636555.3636863
Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics. Pearson.
Tarka, P. (2017). The comparison of estimation methods on the parameter estimates and fit indices in SEM model under 7-point Likert scale. Archives of Data Science, 2(1), 1–16. https://doi.org/10.5445/KSP/1000058749/10
Tomczak, M., & Tomczak, E. (2014). The need to report effect size estimates revisited: An overview of some recommended measures of effect size. Trends in Sport Sciences, 21(1), 19-25.
Tran, H. & Capps, D. (2024). Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions: a cross-case analysis. International Journal of Science Education, 47(9), 1085–1104. https://doi.org/10.1080/09500693.2024.2358217
Trías, D., Eiroa, C., & Ronqui, V. (2023). Enseñanza y aprendizaje autorregulado en el ejercicio de la docencia. En I. Achard (Ed.), Mejorar la enseñanza. Fortalecer la formación y el desempeño de los docentes (pp. 75-86). Universidad Católica del Uruguay.
Trías, D., Mels Auman, C., & Huertas Martínez, J. A. (2021). Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students. Revista Electrónica de Investigación Educativa, 23, 1-13. https://doi.org/10.24320/redie.2021.23.02.2945
Umpiérrez Oroño, S., & Cabrera, D. (2020). Convergencia entre teoría y práctica en formación docente: Análisis de clases de práctica preprofesional en un curso de magisterio en Uruguay. Páginas de Educación, 13(1), 126-145. https://doi.org/10.22235/pe.v13i1.1922
Vaillant, D. (2023). Formación docente en un mundo interconectado. Revista Española de Educación Comparada, (44), 71-87. https://doi.org/10.5944/reec.44.2024.37806
Vaillant, D., & Manso, J. (2022). Formación inicial y carrera docente en América Latina: una mirada global y regional. Ciencia y Educación, 6(1), 109-118. https://doi.org/10.22206/cyed.2022.v6i1.pp109-118
Vaillant, D., & Marcelo, C. (2021). Formación inicial del profesorado: Modelo actual y llaves para el cambio. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 55-69. https://hdl.handle.net/11441/136718
van Genugten, L., Dusseldorp, E., Massey, E. K., & van Empelen, P. (2016). Effective self-regulation change techniques to promote mental wellbeing among adolescents: a meta-analysis. Health Psychology Review, 11(1), 53-71. https://doi.org/10.1080/17437199.2016.1252934
Wickham, H., Averick, M., Bryan, J., Chang, W., McGowan, L., François, R., Grolemund, G., Hayes, A., Henry, L., Hester, J., Kuhn, M., Pedersen, T., Miller, E., Bache, S., Müller, K., Ooms, J., Robinson, D., Seidel, D., Spinu, V., … Yutani, H. (2019). Welcome to the tidyverse. Journal of Open Source Software, 4(43), 1686. https://doi.org/10.21105/joss.01686
Yancovic, M., & Escobar, S. (2022). Percepciones de docentes en formación de pedagogía básica sobre educar en contextos vulnerables. Revista Educación, 46, 18-31. https://archivo.revistas.ucr.ac.cr/index.php/educacion/issue/view/3086
Zenteno-Osorio, S., & Leal-Soto, F. (2023). Transfer of an Information System and Monitoring of Psychological Well -being in Educational Contexts: A Collaborative Experience between a research center and schools in the Tarapacá region – Chile. Praxis Educativa, 27(1), 1-22. https://doi.org/10.19137/praxiseducativa-2023-270120
Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors Associated with Teacher Wellbeing: A Meta-Analysis. Educational Psychology Review, 36(2), 63. https://doi.org/10.1007/s10648-024-09886-x
Zimmerman, B. J. (2013). From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Páginas de Educación
This work is licensed under a Creative Commons Attribution 4.0 International License.
