liu.seSearch for publications in DiVA
Change search
ReferencesLink to record
Permanent link

Direct link
Measuring strategies for learning regulation in medical education: Scale reliability and dimensionality in a Swedish sample.
Karolinska Institutet. (Medicinsk pedagogik)
2012 (English)In: BMC Medical Education, ISSN 1472-6920, Vol. 12, no 76Article in journal (Refereed) Published
Abstract [en]


The degree of learners’ self-regulated learning and dependence on external regulation influence learning processes in higher education. These regulation strategies are commonly measured by questionnaires developed in other settings than in which they are being used, thereby requiring renewed validation. The aim of this study was to psychometrically evaluate the learning regulation strategy scales from the Inventory of Learning Styles with Swedish medical students (N = 206).


The regulation scales were evaluated regarding their reliability, scale dimensionality and interrelations. The primary evaluation focused on dimensionality and was performed with Mokken scale analysis. To assist future scale refinement, additional item analysis, such as item-to-scale correlations, was performed.


Scale scores in the Swedish sample displayed good reliability in relation to published results: Cronbach’s alpha: 0.82, 0.72, and 0.65 for self-regulation, external regulation and lack of regulation scales respectively. The dimensionalities in scales were adequate for self-regulation and its subscales, whereas external regulation and lack of regulation displayed less unidimensionality. The established theoretical scales were largely replicated in the exploratory analysis. The item analysis identified two items that contributed little to their respective scales.


The results indicate that these scales have an adequate capacity for detecting the three theoretically proposed learning regulation strategies in the medical education sample. Further construct validity should be sought by interpreting scale scores in relation to specific learning activities. Using established scales for measuring students’ regulation strategies enables a broad empirical base for increasing knowledge on regulation strategies in relation to different disciplinary settings and contributes to theoretical development

Place, publisher, year, edition, pages
2012. Vol. 12, no 76
Keyword [en]
learning regulation strategies, Self-regulated learning, Approaches to studying, scale validation, Mokken scale analysis
National Category
URN: urn:nbn:se:liu:diva-113538DOI: 10.1186/1472-6920-12-76PubMedID: 22894604OAI: diva2:782608
Available from: 2015-01-21 Created: 2015-01-21 Last updated: 2015-02-15

Open Access in DiVA

No full text

Other links

Publisher's full textPubMed

Search in DiVA

By author/editor
Edelbring, Samuel
In the same journal
BMC Medical Education

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Altmetric score

Total: 15 hits
ReferencesLink to record
Permanent link

Direct link