Development, revision, and validation of a Self-Regulated Learning Questionnaire for Chinese undergraduate students

Abstract

Self-control is a critical aspect of learning, and a key factor for Chinese undergraduates transitioning from high school to university. This study aims to develop a questionnaire based on the existing theory of SRL while emphasizing self-control to better support educational research among Chinese undergraduates. By integrating open-ended surveys, interviews, expert evaluation with the theoretical framework of SRL, we generate 92 items for pilot test on 362 undergraduates in China. Further re-tests involved 409 students for item analysis, factor analysis, reliability, and validity. Item analysis removed 18 items from the pilot-test based on statistical and psychometric criteria, retaining 38 items across 10 factors, explaining 63.71 % of variance. The proposed Chinese-Self-Regulated Learning (C-SRL) Questionnaire showed strong reliability of the total scores ranging from 0.81 to 0.90 and subscales ranging from 0.64 to 0.80. Construct validity was supported by moderate to strong correlations (ranging from 0.51 to 0.59) within the subscales. Confirmatory Factor Analysis (CFA) results revealed that the two-stage, three-factor model fit better than the one-stage model, aligning with the theoretical framework. Additionally, convergent validity was confirmed through significant correlations with self-control and academic achievement, validating the relevance of the proposed questionnaire. The C-SRL Questionnaire, developed using a mixed-method approach, demonstrates strong reliability and validity, making it a valuable tool for studying self-regulation and predicting academic performance among Chinese undergraduates.