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The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n ( ( =399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n ( ( =553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools. BackgroundSelf-regulated learning (SRL) refers to independent, academically effective forms of learning that involve metacognition, intrinsic motivation, and strategic action (Zimmerman, 1989(Zimmerman, , 1990(Zimmerman, , 2002. The metacognitive component covers planning, setting goals, organizing, self-monitoring, and self-evaluating at various points during the process of acquisition. The motivational component emphasizes high self-efficacy, self-attributions, and intrinsic task interest. Finally, the behavioral component refers to selecting, structuring, and creating environments that optimize learning (Zimmerman, 2002).

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