Development and Validation of a Student Self-Management Scale Among Filipino Grade 10 Students
DOI:
https://doi.org/10.18537/mskn.17.01.11Keywords:
educational measurement, factor analysis, motivation, self-determination theory, well-beingAbstract
Student self-management is widely recognized as a key factor in fostering resilience, adaptability, and holistic student development; however, validated instruments for secondary-level learners remain limited, particularly in developing-country contexts. This study developed and validated the Student Self-Management Scale (SSMS) to assess self-regulation, stress resilience, and goal orientation among secondary school students. Following systematic item generation, expert validation, and pilot testing, data were collected from 346 Filipino secondary students, refining 113 initial items to 27 indicators. Psychometric analyses included internal consistency reliability, exploratory and confirmatory factor analyses, and concurrent validity testing using mathematics achievement. The SSMS demonstrated excellent overall internal consistency (α = .94). Exploratory factor analysis supported a three-component structure; however, confirmatory factor analysis indicated only partial and provisional model fit. The goal orientation dimension was represented by a single item, limiting its psychometric robustness. Concurrent validity with mathematics achievement was weak and should be interpreted cautiously, potentially reflecting both construct distinctiveness and limitations in the selected external criterion. Overall, the SSMS represents a preliminary but contextually grounded instrument, with further refinement needed to strengthen its structural validity and applicability in diverse educational settings.
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