Students' perceptions of their self-regulatory and other-directed study strategies: a factor analysis

Edited items on the 24-item Self-efficacy for Self-regulated Learning Scale were combined with 7 items on external regulation developed in 1992 by Vermunt. The inventory was administered to 244 entering freshmen enrolled in a university orientation course. 19 students with incomplete responses were excluded from analysis. Exploratory factor analysis with promax rotation indicated the five factors of general organization and planning, external regulation, typical study strategies, environmental restructuring, and recall. Coefficients alpha were .87, .68, .74, .74, and .73, respectively.     

Dimensions of Problem Behavior in institutionalized retardates

A factor analysis of teacher ratings of 55 items of deviant behavior in a sample of 252 institutionalized retardates resulted in the emergence of three interpretable factors. Two factors clearly represented the broad-band dimensions of conduct disorder and anxiety-withdrawal, while the third reflected psychotic behavior. Only conduct disorder was related to age, sex, trace, or intellectual level.