Assessing knowledge, use, quality, and effectiveness of self-regulated learning strategies – introducing the KUQE-SRL

Abstract Self-regulated learning (SRL) is a process in which learners plan, monitor, and reflect on their learning while adaptively using cognitive, metacognitive, and motivational strategies. It involves strategy knowledge, that is, understanding what strategies are available and when and how to apply them effectively. However, even students who possess substantial strategy knowledge do not always translate it into consistent, effective strategy use. The present study developed a new test instrument to efficiently assess upper secondary school students’ strategy knowledge, strategy use, strategy quality, and strategy effectiveness in the domain of SRL (KUQE-SRL, “ cookie-SRL ”). After an expert validation study ( N = 16), the data of N = 1650 upper secondary school students were used to assess the reliability and validity of the KUQE-SRL. Supporting convergent validity, all the KUQE-SRL subscales were significantly positively interrelated. Furthermore, supporting criterion validity, they all showed comparable and predicted associations with external variables such as mindset, stress, gender, and academic achievement. While all the KUQE-SRL subscales were positively associated with both SRL growth and SRL relevance mindset, they were all negatively associated with academic stress. Girls outperformed boys, and the KUQE-SRL was positively associated with academic achievement, largely confirming prior studies’ findings. By introducing the KUQE-SRL, the present work aims to help close the gap between strategic knowledge and effective strategy use.