Self-regulated learning in preschool and primary school: The factorial structure of conditional strategy knowledge

Self-regulated learning (SRL) is an essential competence for academic achievement even at preschool age. SRL is regarded as a multidimensional construct comprising three main components: cognition, metacognition, and motivation. Little research has been conducted into SRL development in preschool and primary school age, so it remains unclear whether SRL is also a multidimensional construct at those ages. This cross-sectional study aimed to investigate the factorial structure of conditional SRL strategy knowledge to gain insight into SRL development in those age groups. Confirmatory factor analyses on n = 256 preschool children ( M age = 5.80 years, SD age = 0.42) and n = 221 primary school children ( M age = 9.88 years, SD age = 0.45) indicated a one-factorial conditional strategy knowledge structure for each age group. This result indicates that conditional SRL strategy knowledge tends to be a homogeneous construct until the end of primary school, with differentiation occurring later in the educational pathway. Educational relevance statement This study focuses on the factorial structure of conditional SRL strategy knowledge among preschool and primary school-aged children. The results of the study indicate that conditional SRL strategy knowledge at preschool and primary school age is not a multidimensional construct with the three dimensions cognition, metacognition, and motivation, but can be described as one overall factor. Additionally, children at this age are not able to distinguish between useful and less useful SRL strategies. These results indicate that children at this age need support in acquiring knowledge of SRL and in applying specific SRL strategies.