Validity evidence of the internal structure of the DAACS Self-Regulated Learning Survey.

Future Review: International Journal of Transition, College, and Career Success. 2018. Vol. 1. No. 1. P. 1–18.

Lui A., Franklin D., Akhmedjanova D., Gorgun G., Bryer J., Andrade H., Cleary T.

The Diagnostic Assessment and Achievement of College Skills (DAACS) online system assesses newly
enrolled college students’ skills in reading, writing, mathematics, and self-regulated learning, and
provides individualized feedback and links to resources. The purpose of this study is to examine validity
evidence regarding the internal structure of the DAACS Self-Regulated Learning (SRL) self-report
survey. Factor structure was initially examined using maximum-likelihood exploratory factor analysis
with varimax rotation on a pilot sample (n = 682). Based on the results, as well as the intended uses of the
survey and expert opinion, two confirmatory factor analysis models were tested: the measurement model,
and the instructional model. Validity evidence regarding the survey’s internal structure were gathered
using a new sample of 6,644 adult learners at an online university. The confirmatory factor analysis
results, correlations, and internal consistency reliability estimates suggested acceptable model fit for both
the measurement and instructional models. Both models were retained to serve different purposes.

Keywords: reliability, motivation, confirmatory factor analysis, construct validity, metacognition, self-regulated learning, exploratory factor analysis