About RILAE
The Research Institute for Learner Autonomy Education (RILAE) was established in April 2017 as part of the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS). Its aim is to promote research, professional development, and best practice in developing lifelong autonomous learning.
Contact
Research Institute for Learner Autonomy Education (RILAE)
Self-Access Learning Center (SALC)
Kanda University of International Studies
Wakaba 1-4-1
Mihama-ku
Chiba
Japan
261-0014Email: rilae@kuis.ac.jp
Category Archives: Self-regulation
Index of Autonomous Functioning (IAF)
Purpose: To determine trait autonomy based on three theoretically derived subscales assessing authorship/self-congruence, interest-taking, and low susceptibility to control. Source: http://selfdeterminationtheory.org/iaf/
The Self-Regulation Questionnaires
Purpose: To assess individual differences in the types of motivation or regulation. Sources: http://selfdeterminationtheory.org/self-regulation-questionnaires/ https://casaa.unm.edu/inst/SelfRegulation%20Questionnaire%20(SRQ).pdf
The General Causality Orientations Scale (GCOS)
Purpose: To assess the strength of three different motivational orientations (autonomy, controlled, impersonal) within an individual. Source: http://selfdeterminationtheory.org/general-causality-orientations-scale/
Mindfulness, Attention, Awareness Scale
Purpose: To assess a core characteristic of dispositional mindfulness, namely, open or receptive awareness of and attention to what is taking place in the present. Sources: http://selfdeterminationtheory.org/mindfulness-attention-awareness/ https://ppc.sas.upenn.edu/resources/questionnaires-researchers/mindful-attention-awareness-scale https://kirkwarrenbrown.vcu.edu/wp-content/scales/MAAS%20trait%20research-ready%20+%20intro.pdf
Strategies Inventory for Language Learning
Purpose: To assess how often learners employ specific language learning strategies. Sources: https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/SILL%20survey.pdf http://www.enl.auth.gr/gala/14th/Papers/English%20papers/Kazamia.pdf
Motivated Strategies for Learning Questionnaire (MSLQ)
Purpose: To assess motivation and learning strategies used by college students. Sources: http://stelar.edc.org/instruments/motivated-strategies-learning-questionnaire-mslq Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40.
Awareness of Independent Learning Inventory (AILI)
Purpose: To measure awareness of independent learning. Sources: http://dergipark.gov.tr/download/article-file/296790 Elshout-Mohr, M., J. Meijer, M.M. van Daalen-Kapteijns, and W. Meeus. 2003. A self-report inventory for metacognition related to academic tasks. Amsterdam: University of Amsterdam, SCO-Kohnstamm Instituut.
The Self-Empowerment Index
Purpose: To measure teachers’ internal sense of autonomy and how teachers express their autonomy to others. Source: http://journals.sagepub.com/doi/abs/10.1177/0013164493053003017
Learner Autonomy Profile (LAP)
Purpose: To better understand an individual’s level of autonomy as a learner. Source: http://www.hrdenterprises.com/inventory.html
The Self-Directed Learning Readiness Scale
Purpose: To measure the complex of attitudes, abilities, and characteristics that comprise readiness to engage in self-directed learning. Source: http://www.lpasdlrs.com/