Assessing preschool teachers’ practices to promote self-regulated learning

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Fahretdin Hasan Adagideli Seda Saraç Engin Ader


Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers’ practices to promote self-regulated learning. A pool of 50 items was recruited through literature review. Items, then, were formulated as statements, to which the teachers could respond on a Likert-scale. In line with the expert and teacher opinions, twenty statements were removed from the original pool and some statements were reformulated. The latest version of the scale consisted of 21 statements. The participants were preschool teacher (N=169) from Istanbul. Empirical testing at item and scale level showed that T-SRL is a reliable and a valid instrument to assess preschool teachers’ classroom practices promoting self-regulated learning of their children at the age of 3-6.


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ADAGIDELI, Fahretdin Hasan; SARAÇ, Seda; ADER, Engin. Assessing preschool teachers’ practices to promote self-regulated learning. International Electronic Journal of Elementary Education, [S.l.], v. 7, n. 3, p. 423-440, aug. 2017. ISSN 1307-9298. Available at: <>. Date accessed: 29 oct. 2020.


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