Teaching management scale of meta-regulated learning in law

Students' deep reflection in their learning process is fundamental; however, there are still not enough advances on how teachers can promote this process in virtual and hybrid environments. The aim of the study was to design and validate the scale of teaching management of meta-regulated learning in ICT-mediated learning contexts. The sample consisted of 244 university teachers from Lima-Peru, and the statistical packages SPSS v26, AMOS v24 and R-Project v.1.2 were used. The reliability and validity analysis of the final construct was carried out by calculating Cronbach's alpha, the Omega coefficient, and the Theta coefficient. The results confirm that the original five-factor structure was re-signified into four final factors (teaching management of self-regulation, teaching management of meta-reflection, teaching management of collaboration and teaching management of metacognition). It is, therefore, a valid instrument because it captures specific teaching skills for the management of meta-regulated learning in students. It provides important information to teachers to implement preventive and intervention actions to improve students' intention to learn, as well as to evaluate their own teaching, considering that more research is needed to examine how students perceive various components in the process of learning to learn.