Sage Journals: Discover world-class research

Abstract

This study aimed to adapt and validate a Chinese version of the online self-regulated learning questionnaire (COSLQ) with Chinese junior secondary students in Hong Kong. A total of 716 students from six schools participated voluntarily in the study. Overall, the findings of this study supported the COSLQ’s psychometric quality. The COSLQ subscales all demonstrated high internal consistency. Different measurement models were tested using confirmatory factor analysis. The results indicated that a 7-factor model best fit the data, suggesting that the participants could distinguish seven types of online self-regulatory strategies: goal setting, environment structuring, time management, effort regulation, cognitive/monitoring strategies, help seeking, and self-evaluation.

Keywords

Chinese students confirmatory factor analysis online self-regulated learning questionnaire self-regulatory strategies

Get full access to this article

View all access options for this article.

References

Barnard

Lan

W. Y.

Y. M.

Paton

V. O.

Lai

S. L.

(2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005

Barnard

Paton

Lan

(2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2), 1–11. https://doi.org/10.19173/irrodl.v9i2.516

Blau

Shamir-Inbal

(2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69–81. https://doi.org/10.1016/j.compedu.2017.07.014

Hong

J. C.

Lee

Y. F.

J. H.

(2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and Individual Differences, 174, 110673. https://doi.org/10.1016/j.paid.2021.110673

L. T.

Bentler

P. M.

(1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Johnson

Davies

(2014). Self-regulated learning in digital environments: Theory, research, praxis. British Journal of Research, 1(2), 1–14.

Lee

S. W. Y.

Tsai

C. C.

(2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905–914. https://doi.org/10.1016/j.chb.2010.11.016

Lee

J. C. K.

Yin

H. B.

Zhang

Z. H.

(2010). Adaptation and analysis of motivated strategies for learning questionnaire in the Chinese setting through multiple methods. International Journal of Testing, 10(2), 149–165. https://doi.org/10.1080/15305050903534670

Pintrich

P. R.

De Groot

E. V.

(1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33

10.

Pintrich

P. R.

Smith

D. A.

Garcia

McKeachie

(1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024

11.

Pintrich

P. R.

Zusho

(2002). The development of academic self-regulation: The role of cognitive and motivational factors. In Wigfield

Eccles

J. S.

(Eds.), Development of achievement motivation (pp. 249–284). Academic Press.

12.

Wang

T. H.

(2011). Developing web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-learning environment. Computers & Education, 57(2), 1801–1812. https://doi.org/10.1016/j.compedu.2011.01.003

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.02 MB

Adaptation and Validation of a Chinese Online Self-Regulated Learning Questionnaire

Abstract

Keywords

Get full access to this article

References

Supplementary Material