Broadbent Jaclyn, Panadero E, Lodge J M, Fuller-Tyszkiewicz M
School of Psychology, Deakin University, Geelong, Australia.
Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia.
Metacogn Learn. 2023;18(1):135-163. doi: 10.1007/s11409-022-09319-6. Epub 2022 Sep 1.
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, = 313), and confirmatory factor analyses, convergent and content validity and reliability (sample 2, = 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.
在线学习自我调节（SRL-O）问卷的开发旨在涵盖在线和/或混合学习环境中常用的动机信念和学习策略的广度。目前没有任何一种测量方法能满足所有这些需求。本研究使用了两个不重复的样本，通过探索性因素分析（样本1，n = 313）、验证性因素分析、收敛效度和内容效度以及信度分析（样本2，n = 321）来提供SRL-O心理测量特性的证据。SRL-O具有10因素结构，由（1）在线自我效能感、（2）在线内在动机、（3）在线外在动机、（4）在线负面成就情绪、（5）计划与时间管理、（6）元认知、（7）学习环境、（8）在线努力调节、（9）在线社会支持和（10）在线任务策略组成。研究还发现SRL-O有两个上位因素（动机信念和学习策略）。SRL-O被证明是一种在心理测量上有效的测量方法，可用于评估在线和混合学习环境中学习者的在线自我调节学习情况。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。
