Using peer modeling to teach self-regulation

The author used confirmatory factor analysis (CFA) to model self-regulation subprocesses as latent concepts in an examination of the effectiveness of peer modeling for teaching self-regulation. The design was a nonequivalent pretest-posttest control group design with 63 participants (52 women and 11 men). The experimental group received self-regulation training through a s elf-regulation videotape and a peer-advocated action plan. The control grou p received no training. Difference scores were calculated for both groups a nd analyzed with analysis of variance. The author used a 50-item Likert-typ e Self-Regulation Inventory (SRI) as a pretest and posttest to measure part icipants' self-regulatory attitudes and behaviors. The experimental group p erformed significantly better than the control group. The author used CFA t o test the goodness of fit between a hypothesized model of self-regulation and the sample data. On the basis of a priori specification of the CFA mode l, the author predicted that responses to the SRI could be explained by 7 I st-order factors (Help-Seeking, Study Strategies, Self-Motivation, Self-Eva luation, Self-Efficacy, Managing Distractions, and Self-Monitoring) and 1 2 nd-order factor of Self-Regulation. The results of the CFA indicated adequa te goodness of fit.