Designing Self-Regulation Questionnaire Forms for Children With Learning Disabilities: Development Procedures, Challenges, and Recommendations

Abstract

The development of valid and reliable assessment instruments that support children with learning disabilities (LD) in monitoring and evaluating their own self-regulation skills remains a critical need in both research and educational practice. This present research consists of two interrelated studies. The first study was directed toward the development of two questionnaire forms specifically designed to evaluate self-regulation skills among children with LD. The second study sought to document and analyze the methodological procedures, as well as the challenges encountered, throughout the tool development process. The initial study employed a tool development research design, while the subsequent investigation adopted a descriptive case study approach. An initial pool of approximately 250–300 items was generated. Following iterative refinement, the questionnaires were finalized as two distinct instruments: the Self-Regulated Learning Skills Questionnaire Form (30 items) and the Self-Regulated Social Skills and Adaptive Behavior Questionnaire Form (31 items). The second study provides a detailed account of the difficulties faced during the development process, together with the strategies employed to address these challenges. With this study, two self-regulation questionnaires for children with LD were developed, and the process of developing measurement tools for these children is reported.