Self-Regulated Learning among Gifted Learners in Madrasah Acceleration Programs: Developing a Context-Specific Measure

Abstract

Self-regulated learning (SRL) refers to learners’ capacity to actively direct, monitor, and regulate their own learning activities. Although a number of self-regulated learning scales (SSRL) have been developed, instruments specifically designed and empirically validated for gifted students in madrasah settings remain scarce. This study aimed to examine the validity and measurement quality of an SSRL scale developed by integrating components of the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Regulated Learning Interview Schedule (SRLIS). The study involved 360 gifted students enrolled in acceleration programs at madrasahs in Indonesia. Data were analyzed using two-level confirmatory factor analysis (CFA) conducted with R and Rasch model analysis. The CFA results indicated an adequate construct structure across the four SRL dimensions, as reflected by CFI and TLI values above 0.90 and RMSEA and SRMR values below 0.08. The Rasch analysis further identified 67 items that demonstrated acceptable model fit, with no items classified as overfit or misfit. Nevertheless, several items exhibited non-ideal threshold characteristics and therefore require further refinement. Overall, the findings indicate that the developed SSRL scale demonstrates satisfactory validity and measurement quality and can be used to assess self-regulated learning among gifted students participating in madrasah acceleration programs.