(Objective)

This work aims to adapt and validate a scale that measures the level of self-regulation in mathematical problem-solving contexts of teachers in initial training in primary education.

(Methodology)

For sample selection, non-probabilistic convenience or incidental sampling was used. A total of 269 first year primary education undergraduate degree students at the University of the Basque Country (UPV/EHU) in the 2020-2021 academic year participated in the validation process of the adapted scale. The type of research conducted is descriptive. Data were analyzed using the SPSS statistical software.

(Results)

The Cronbach’s alpha coefficient value of 0.884 revealed a consistent internal reliability. Likewise, to test the factor structure of the scale, an exploratory factor analysis was conducted, obtaining a Kaiser-Meyer-Olkin (KMO) index of 0.836 > 0.7 and a p= 0.000<0.05 in the Bartlett test of sphericity. It also indicated a seven-factor structure: students’ perceptions of their ability and how these perceptions influence self regulation of the resolution process; ethics, problem-solving and personal growth; attitude towards the statement; negative self-efficacy beliefs; external causal attribution; problem-solving methods; and the social environment.

(Conclusions)

The latent structure provided by the exploratory factor analysis agrees with the classification of items established a priori and allows for the orientation of the confirmatory factor analysis that provides continuity to the research.

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