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

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Metacognition and Learning Pub Date : 2023-01-01 DOI:10.1007/s11409-022-09319-6

Jaclyn Broadbent, E Panadero, J M Lodge, M Fuller-Tyszkiewicz

{"title":"The self-regulation for learning online (SRL-O) questionnaire.","authors":"Jaclyn Broadbent, E Panadero, J M Lodge, M Fuller-Tyszkiewicz","doi":"10.1007/s11409-022-09319-6","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"135-163"},"PeriodicalIF":3.9000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9433525/pdf/","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Metacognition and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11409-022-09319-6","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 4

Abstract

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.

Abstract Image

查看原文本刊更多论文

在线学习自我调节(SRL-O)问卷。

在线学习自我调节(SRL-O)调查问卷旨在涵盖在线和/或混合学习环境中经常使用的动机信念和学习策略的广度。目前没有任何措施能满足所有这些需求。本研究使用两个非重复样本，采用探索性因子分析(样本1,n = 313)和验证性因子分析，收敛效度和内容效度(样本2,n = 321)为SRL-O的心理测量特性提供证据。SRL-O具有10因素结构，包括(1)网络自我效能感、(2)网络内在动机、(3)网络外在动机、(4)网络负性成就情绪、(5)计划与时间管理、(6)元认知、(7)学习环境、(8)网络努力调节、(9)网络社会支持和(10)网络任务策略。SRL-O还具有两个上级因素(动机信念和学习策略)。SRL- o被证明是在线学习和混合学习环境中学习者在线SRL的心理测量方法。目前没有其他在线自我调节学习问卷能涵盖如此广泛的动机信念和学习策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.