Construct validation of a trait self-regulation model

A confirmatory factor model of trait self-regulation was rested in a sample of 246 eleventh-graders in Korea. The good model tit and the pattern of fa ctor correlations indicated that the third-order factor, trait self-regulat ion, was composed of two second-order factors, trait metacognition and trai t motivation: trait metacognition was composed of planning and self-checkin g, and trait motivation was composed of effort and self-efficacy. Trait met acognition and trait motivation were highly related, but were two distingui shable trait constructs. Importance of understanding both state and trait a ttributes of student characteristics in determining individual differences in learning and performance was discussed. It was suggested that teachers e xamine students' trait self-regulatory behaviours via measuring their trait planning and self-checking behavioural tendencies and their effort and sel f-efficacy levels prior to providing self-regulatory skill training.