Abstract

This article reports a psychometric study that sought to construct, adapt, and validate instruments for the measurement of knowledge of self-regulation learning, teaching self-efficacy, and practices for the promotion of self-regulation of learning by university teachers. This was carried out through an instrumental design, in which a total of 208 professors from private universities in the Biobío region, Chile, participated. A set of three instruments was applied: Self-regulated learning Knowledge Questionnaire (CCAA), the Teaching Self-efficacy Scale (EAD) and the Practices for the Promotion self- regulated learning Questionnaire (CPFAA). The results show that the measurement model with all the scales presents a good fit concerning the theoretical model, with adequate psychometric properties of reliability and construct validity. Thus, it is the first study to provide joint evidence of these three scales for use in the context of higher education institutions in Chile.