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Abstract
Fostering self-regulated learning abilities of students in the college chemistry classroom is useful for improving chemistry education. The self-regulated learner is a student who is motivationally, metacognitively, and behaviorally an active participant in his or her learning. In this study, the Self-Regulated Learning in Chemistry – Student Self-Reported Questionnaire (SLCSSQ) was developed by adapting a prior survey instrument and analyzed using the Rasch rating scale measurement model to create instrument scales for measures of the learning strategy use and motivational attributes of students in a first-year chemistry course. The initial survey containing 31 learning strategy items and 14 motivational attributes items and was given to 102 students enrolled in first-year chemistry courses. Only the measures of motivational attributes were shown to significantly correlate to final exam scores (r = .345, p = .002). A critical review of the literature was used to revise the questionnaire. The revised survey contained 25 learning strategy items and 18 motivational attribute items and was completed by 93 students enrolled in a first-year chemistry course at a mid-sized public university. Again, instrument scales for learning strategy use and motivational attributes were created using the Rasch rating scale measurement model and items were investigated with qualitative interviews for content meaning using volunteers from the survey respondents. Semi- structured interviews revealed concerns of understanding for the terms studying and assignment, interpretations of the items based on the timing of administration, and possible biases for settings and statements of ability and effort. Additional studies to determine the influence of time of administration, to further delve into student interpretations of items, and to use for determining the influence of an instructional intervention are recommended.