The self-regulation for learning online (SRL-O) questionnaire

被引：0
作者：
Jaclyn Broadbent
E. Panadero
J. M. Lodge
M. Fuller-Tyszkiewicz
机构：
[1] Deakin University,School of Psychology
[2] Deakin University,Centre for Research in Assessment and Digital Learning
[3] Deakin University,Centre for Research for Educational Impact (REDI)
[4] Universidad de Deusto,Facultad de Educación Y Deportes
[5] IKERBASQUE,School of Education
[6] Basque Foundation for Science,Center for Social and Early Emotional Development
[7] The University of Queensland,undefined
[8] Deakin University,undefined
来源：
Metacognition and Learning | 2023年 / 18卷
关键词：
Self-regulated learning; Questionnaire; Online learning; Blended learning; Motivation; Learning strategies;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
The Self-Regulation for Learning Online (SRL-O) questionnaire was developed to encompass the breadth of motivational beliefs and learning strategies that are often used in online and/or blended learning contexts. No current measure meets all these needs. This study used two non-duplicate samples to provide evidence of the psychometric properties of SRL-O using exploratory factor analyses (sample 1, n = 313), and confirmatory factor analyses, convergent and content validity and reliability (sample 2, n = 321). The SRL-O has a 10-factor structure, made up of (1) online self-efficacy, (2) online intrinsic motivation, (3) online extrinsic motivation, (4) online negative achievement emotion, (5) planning and time management, (6) metacognition, (7) study environment, (8) online effort regulation, (9) online social support, and (10) online task strategies. The SRL-O was also found to have two superordinate factors (motivational beliefs and learning strategies). The SRL-O was demonstrated to be a psychometrically sound measure of online SRL for learners studying in online and blended learning contexts. There is no other online self-regulated learning questionnaire that currently covers such a wide range of motivational beliefs and learning strategies.
引用
收藏
页码：135 / 163
页数：28
相关论文
共 116 条
[1]  
Adams RV(2019)Impact of time management behaviours on undergraduate engineering students’ performance SAGE Open 9 1-11
[2]  
Blair E(2014)Development and validity of the Emotion and Motivation Self-Regulation Questionnaire (EMSR-Q) Spanish Journal of Psychology 17 1-15
[3]  
Alonso-Tapia J(2008)Development and initial validation of the online learning value and self-efficacy scale Journal of Educational Computing Research 38 279-303
[4]  
Panadero E(2009)Measuring self-regulation in online and blended learning environments The Internet and Higher Education 12 1-6
[5]  
Ruiz MA(2017)Comparing online and blended learner's self-regulated learning strategies and academic performance The Internet and Higher Education 33 24-32
[6]  
Artino AR(2015)Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review The Internet and Higher Education 27 1-13
[7]  
McCoach DB(2007)Ten common misunderstandings, misconceptions, persistent myths and urban legends about Likert scales and Likert response formats and their antidotes Journal of Social Sciences 3 106-116
[8]  
Barnard L(2011)An investigation of Taiwan University students' perceptions of online academic help seeking, and their web-based learning self-efficacy The Internet and Higher Education 14 150-157
[9]  
Lan WY(2009)Development of the human interaction dimension of the self-regulated learning questionnaire in asynchronous online learning environments Educational Psychology 29 117-138
[10]  
To YM(2017)Self-regulation in three types of online interaction: A scale development Distance Education 38 70-83
12345678910