Online Self-Regulated Learning Questionnaire Research Articles

The Relationship Between Self-Regulated Learning and Demographic Characteristics Among Undergraduate Nursing Students

Introduction: Self-regulated learning is the ability of individuals to actively regulate thought, feeling, and behavior during the learning process to achieve academic goals. Self-regulated learning is important to support the academic success of nursing students, but there is a lot of literature showing that nursing students are faced with various problems in learning such as tight assignment deadlines, time management, too many assignments, and difficulties in understanding the material caused by not being able to control and regulate themselves during the learning process. Objective: The purpose of this study was to determine the relationship between self-regulated learning and the demographic characteristics of nursing students. Methods: This study was a descriptive quantitative with cross sectional approach. The sample in this study is 276 respondents using a proportionate stratified random sampling technique. Self-Regulated Online Learning Questionnaire (SOL-Q) is used to measure the level of self-regulated learning. Results: The result of this study showed that there is a relationship between self-regulated learning and college years (p 0.05). Conclusion: Final year students who have low self-regulated learning can be caused by a lack of ability to manage time and motivation, while first-year students have high enthusiasm and motivation to succeed in academic fields. Students need to pay attention and have supporting factors in order to have good self-regulated learning The faculty is expected to be able to provide programs that help students develop self-regulated learning skills.

The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement

AbstractOnline learning environments have become increasingly prevalent in higher education, necessitating an understanding of factors influencing student engagement. This study examines the mediating role of self-regulated online learning in the relationship between five-factor personality traits and student engagement among university students. A sample of 437 university students from educational sciences, social sciences, and health sciences disciplines participated in the study. Data were collected using ‘The Big Five Inventory’ to assess personality traits, the ‘Self-Regulated Online Learning Questionnaire’ to measure self-regulated online learning, and the ‘Student Engagement Scale in the Online Learning Environment’ to evaluate student engagement. Structural equation modeling with bootstrap analysis was employed to analyze the data. The study findings indicate that the five factor personality traits significantly predict self-regulated online learning. Furthermore, self-regulated online learning is a significant predictor of students’ engagement in the online learning environment. Additionally, the five factor personality traits are found to be significant predictors of student engagement in the online learning environment. Lastly, self-regulated online learning plays a partially mediating role in the relationship between the five factor personality traits and student engagement in the online learning environment. This study underscores the importance of considering individual differences in personality traits and fostering self-regulated learning strategies to enhance student engagement in online learning environments. Understanding these dynamics can inform the design of effective interventions aimed at improving student outcomes in online education.

Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach

This mixed-methods study examined Chinese English-as-foreign-language (EFL) learners' online self-regulated learning (SRL) within Zimmerman and Moylan's (2009) SRL Model. It first investigated the learners' online SRL through validating the Chinese version of the Online Self-regulated Learning Questionnaire (COSLQ) via confirmatory factor analysis and descriptive analysis with a sample of 422 participants. Then with the assistance of ChatGPT in coding the learners' responses to semi-structured interviews with a deductive thematic analysis approach, it explored factors impacting the learners' online SRL. Results show that the Chinese EFL learners did not actively engage in online SRL. Their lack of competence in using the SRL strategies under investigation and the negative influence of the online learning setting were the two main factors affecting their online SRL. The study adds empirical evidence in support of Zimmerman and Moylan's (2009) SRL Model and enhances our understanding of SRL in the context of foreign language education. Pedagogical and methodological implications of the study for improving EFL teaching, learning and researching are also discussed.

Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning

<p dir="ltr"><span>Online learning requires students to study independently and manage lectures according to the time set. Researchers need to know the criteria for self-regulated learning of first-year students at the Physics Education Department. This paper aims to determine self-regulated learning during online learning. The study used a quantitative research approach with a survey method. The Online Self-Regulated Learning Questionnaire (OLSQ) collected the data, a 20-item scale with a 5-point Likert-type response format. The sample of this study was 131 students of physics and chemistry education study programs. Each was randomly selected to see how their respective study programs implemented independent learning activities during online learning. The results showed that each indicator of independent learning in online learning received a positive response through the OLSQ instrument that had been distributed. The disciplined behavior indicator has a higher percentage, followed by the exercise self-control indicator. Generally, the pre-service students have self-regulated learning with high criteria. This result can provide a good contribution and open for further research. The implication of this research can be a reference for lecturers to improve online and self-regulated learning quality.</span></p><div><span><br /></span></div>

The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregulado en línea de estudiantes de posgrado en China

This study investigated the impact of Personal Learning Environments (PLE) on the development of self-regulated learning (SRL) skills among postgraduate learners in China. 213 participants, divided into an experimental group ( n = 113) using a researcher-designed PLE platform and a control group ( n = 100) employing face-to-face instruction, joined a course on International English Language Testing Systems (IELTS). A mixed-methods approach was adopted, utilizing the Online Self-Regulated Learning Questionnaire (OSLQ) to explore SRL experiences, and weekly goal-achievement reports. Results demonstrated improvement in SRL skills in both groups, with the experimental group exhibiting significantly greater gains. Quantitative and qualitative results revealed that participants excelled in goal fulfillment but struggled with time management, help-seeking and self-evaluation skills. The study confirmed the positive influence of the PLE on postgraduates’ SRL skills, with implications for online learning design and the potential for PLEs to effectively promote SRL skills in online learning contexts.

Association between psychological need satisfaction and online self-regulated learning

AbstractThe role that psychological need satisfaction and self-regulated learning play in academic online learning has been extensively researched. However, the impact of the three psychological needs, perceived autonomy, competence, and relatedness, on online self-regulated learning remains unclear. This investigated the association between the satisfaction of psychological needs and the six dimensions of online self-regulated learning. This cross-sectional study adopted a quantitative approach. In all, 315 students from four higher education institutions participated in the present study. Students were asked to complete the online questionnaire of psychological need satisfaction and an online self-regulated learning questionnaire. Structural equation modeling was performed to examine the structural relationships between the two. Our study showed that perceived autonomy predicted goal setting, environment structuring, time management, and self-evaluation but did not predict help-seeking and task strategies. Perceived competence did not predict environment structuring. Perceived relatedness predicted environment structuring, help-seeking, and self-evaluation. This study appears to be the first to examine the predictions of need satisfaction to increase students’ capability in regulating their learning.

PERCEIVED SUPPORT FROM INSTRUCTOR & PEERS AND STUDENTS’ SELF-REGULATED LEARNING DURING TEMPORARY ONLINE PIVOTED LEARNING

The third wave of the Covid-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning (SRL) became more critical to enabling students’ learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students’ SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire (SOL-Q). The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.

Social cognitive theory-assisted learning of Arabic: A study of self-regulated learning strategies, social media usage, and motivation

Social cognitive theory (SCT) has widely been used in second or foreign language learning. Multiple studies have also verified its importance in language learning. This present study examines the role that SCT plays in assisting the learning of Arabic by analysing the relationships among self-regulated learning strategies (SRLS), social media usage (SMU), and motivations of Arabic learners. A total of 317 university-grade Arabic learners participated in the present study. The self-regulated online learning questionnaire (SOL-Q), a social media usage questionnaire, and the motivated strategies for learning questionnaire (MSLQ) were used to understand the current issues that Arabic learners face. A quantitative analysis of the data revealed that most of the Arabic learners had medium levels of SRLS and SMU and high levels of motivation. Furthermore, SRLS and motivation significantly affected the Grade Point Average (GPA)-based academic achievements of these Arabic learners. The findings of this study verify that SRLS, SMU, and motivation have a triadic reciprocal correlation with SCT in the context of learning the Arabic language.

Validating and applying an adapted OSLQ to examine adult learners’ online self-regulation

ABSTRACT This study adapted and validated Barnard’s Online Self-Regulated Learning Questionnaire (OSLQ) to assess adult learners’ (n = 1302) online self-regulation, and examined its relation with attitude towards online learning and perceived online learning satisfaction. It was found that age and employment status were important demographic factors influencing adult learners’ online self-regulation. Specifically, middle- and late-career learners perceived themselves to be more self-regulated than early career learners, and self-employed learners perceived themselves to be more self-regulated than out-of-labour learners. Hierarchical regression analysis showed that online self-regulation contributed to adult learners’ perceived online learning satisfaction over and above attitude towards online learning and demographic variables. This suggests that online self-regulation is an important predictor of adult learners’ online learning satisfaction. Further, within the subscales of online self-regulation, it was found that the more participants set goals and sought help while learning online, the more satisfied they perceived their online learning. Implications for supporting adult learners’ online self-regulation and online learning were discussed.

Online Self-Regulated Learning and Cognitive Flexibility through the Eyes of English-Major Students

Abstract Introduction: Assuming responsibility of learning and showing flexibility in case of changes and problems in learning could make this process more conscious and fruitful. This is significant, particularly at a time when traditional universities are increasingly moving into online education. To address the gaps in previous self-regulated learning and cognitive flexibility research, the current study examined the students’ perceived online self-regulated learning and cognitive flexibility, and looked into the probable relationship between them. Methods: The present study used mixed-research design. The data were gathered from 115 English-major students both quantitatively and qualitatively. The quantitative data were collected through two different scales as Online Self-regulated Learning Questionnaire (OSLQ) and the Cognitive Flexibility Scale. Two open-ended questions probing into both online self-regulation and coping skills of the students constituted the qualitative data. Results: The results revealed that online self-regulated learning and cognitive flexibility correlated positively although the relationship was found to be quite slight, and the students had online self-regulated learning and cognitive flexibility at relatively high level. Students also provided examples of online self-regulated learning strategies they used, and they presented probable solutions to their problems they experienced in improving their level of English. Discussion: Online self-regulated learning and cognitive flexibility, which were positively correlated, are likely to feed the language learning and improving processes since both variables could enable students to take decisions multidimensionally, without confining them to only one type of study skill. Higher level of cognitive flexibility which is associated with adapting to new situations and problem solving could help students to better manage their online learning. However, it should be noted that both self-regulation and flexibility require time and effort, and they are not products, but processes, in the journey of learning; therefore, they could be achieved through raising awareness, providing opportunities for students to self-direct their own learning and to cope with their problems, and undoubtedly instructors’ role-modelling. Higher self-regulation and cognitive flexibility could turn students into autonomous and lifelong learners. Limitations: The study was conducted among undergraduate students in Turkish context. The participants were English majoring students. It could also be carried out among non-English major students because self-regulation and coping skills should be supported in every department at tertiary level. The number of participants could be increased, and students in different departments or in different years of education could be compared. Different variables such as age, gender and language proficiency levels could be included into the study to measure the influences of various elements. Conclusions: Transition into online education at tertiary level brings both advantages and disadvantages; hence, it becomes a must to promote positive aspects and to minimize negative sides. Since online education necessitates more learner autonomy, students should be trained on how to use self-regulatory strategies in language learning. Likewise, such a change in learning setting could require students to be more cognitively flexible to be able to cope with probable difficulties and to expand their thinking skills. Thus, cognitive flexibility should be instilled into the curriculum. The last but not the least, the importance of taking responsibility of learning and seeking for alternatives in the face of problems should be reminded frequently. The study aimed to provide insights and implications for all stakeholders to consider self-regulation and cognitive flexibility in designing online courses.

Exploring Filipino preservice teachers' online self-regulated learning skills and strategies amid the COVID-19 pandemic

The massive shift from face-to-face classes to online learning due to the COVID-19 pandemic made the assessment of students' capacity to regulate their learning more important. The researchers conducted an explanatory sequential mixed methods design with validation of a five-point 24-item Likert scale questionnaire called the online self-regulated learning questionnaire (OSLQ) for use with Filipino students. The OSLQ was disseminated using cross-sectional survey method through Google Forms and 301 preservice teachers in the Philippines responded. To substantiate the data from the survey, the researchers conducted an interview with the selected participants (n = 10) and faculty members (n = 5) determined through intensity sampling. The confirmatory factor analysis and Cronbach's alpha estimates revealed that the OSLQ is valid and reliable (α = 0.921). The results showed that the participants' self-regulated learning (SRL) skills and strategies are above average, with high levels of environment structuring and goal setting but low on task and help-seeking strategies. They encountered several challenges in employing SRL in online courses. The findings of the study signify the need to use the validated OLSQ for Filipino preservice teachers in various context and to innovate activities that promote SRL skills and strategies.

A Study of Correlation between Metacognitive Strategy, Self-Efficacy and Arabic Achievements of University Level Students in Malaysian Public Universities

This study investigated the correlation of metacognitive strategies, self-efficacy and academic performance of university-level Arabic learners. A total of 317 university level Arabic learners from Year 1 to Year 4 participated in this study. The quantitative research approach was utilised by using Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Regulated Online Learning Questionnaire (SOL-Q) as instrument of the study. SPSS analysis of the data indicated a high level of metacognitive skills and self-efficacy. Metacognitive skills and self-efficacy correlated with each other significantly predicted academic performance. Subsequent data analysis also yielded a significant difference in metacognitive strategies and self-efficacy beliefs among Year 1, Year 2, Year 3, and Year 4 learners. The implications of the results for language learning and educational practice are discussed.

Self-Regulated Online Learning Profiles of Medical Students amidst Curriculum Adaptation during COVID-19 Pandemic

Student-centered learning (SCL) is an approach in which the learning process depends significantly on the student. Hence, self-regulated learning (SRL) plays a crucial role in optimising SCL. SRL is defined as active participation in terms of metacognition, motivation, and behaviour during learning. The COVID-19 pandemic greatly impacted education, including medical education, which must adapt by implementing online and blended learning curricula. Thus, there is increasing urgency for both SCL and SRL. This cross-sectional study was performed with medical students at the Faculty of Medicine, Universitas Indonesia, using the Online Self-regulated Learning Questionnaire (OSLQ) to determine the validity and reliability of the OSLQ in the setting of Indonesian medical students and measure their online SRL profiles. We conducted cross-cultural validation, followed by exploratory factor analysis (EFA), quantitative analysis, and qualitative analysis to assess students’ SRL and the challenges of online learning environments. A total of 519 participants completed the questionnaire. The EFA confirmed the validity of the questionnaire, which comprised 23 items and five subscales, in the current population (Cronbach alpha = 0.86). Online SRL scores ranged between 65%–77%, with statistically significant differences in all subscales across six different academic years. Preclinical students had a higher level of online SRL compared to clinical students. This study supports the validity and reliability of using OSLQ in the context of Indonesian medical students. Student SRL is a dynamic process that evolves with changing learning contexts. Student support in online learning environments is essential for enhancing student SRL.

Factors Affecting General and Online Academic Achievement of University Students: Online Self-Regulated Learning, Online Self-Efficacy, and Motivation Scores

This study aims to determine whether university students' levels of online self-regulated learning, online technologies self-efficacy, and motivated strategies for learning predict their general academic achievement and online academic achievement. In this study, the scanning design and the prediction research design were used. The participants of this research consisted of 55 undergraduate students studying in different departments of a university in Western Canada. The data were collected with “Online Technologies Self-Efficacy Scale (OTSES)” developed by Barnard et al., (2009); “Motivated Strategies for Learning Questionnaire (MSLQ)” developed by Pintrich et al., (1991); “Online Self-regulated Learning Questionnaire (OSLQ)” developed by Miltiadou and Yu (2000); and “demographic form”. This study did not determine a significant relationship between university students' total scores of OSLQ, OTSES, MSLQ, and their GPAs. Instead, the study found that university students' total scores of OSLQ, OTSES, MSLQ did not significantly predict their GPAs and online GPAs.

Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study

This survey study aims to identify EFL undergraduate students’ online self-regulated learning strategies in the process of writing their undergraduate theses during COVID-19 pandemic. 97 senior students agreed to participate in this study. This study used a 24-item questionnaire adapted from Barnard et al. (2009) Online Self- Regulated Learning Questionnaire (OSLQ). The results revealed that the participants’ online self-regulated learning strategies in the process of writing their undergraduate theses from the highest to lowest mean score were: environment structuring, help-seeking, self-evaluation, goal setting, time management, and task strategies. Environment structuring had the highest average score, indicating that undergraduate English Education students were able to choose and arrange places for online learning to minimize distractions so that their learning could run optimally. However, the ability of self- regulated learning strategies in the task strategy domain had the lowest average score. The results displays that in the process of writing undergraduate theses, participants’ ability in task strategies needed to be improved. For further research, the researchers recommend further investigation on the relationship between undergraduate students’ motivation and ability in implementing their self-regulated online learning strategies in writing undergraduate thesis. Future research should also include metacognitive learning strategies and re-examine the relationship of undergraduate students’ online self-regulated learning strategies to their online learning performance in writing undergraduate theses.

IMPROVING STUDENTS’ SELF-REGULATION USING ONLINE SELF- REGULATED LEARNING IN CHEMISTRY

Since the COVID-19 outbreak, there has been a significant increase in the use of online technology at all levels of education. This study was intended to investigate how online self-regulated learning (SRL) effectively promotes students’ self-regulation in chemistry. The respondents in this study were 36 eleventh-grade students (15 males and 21 females) at a public high school in Indonesia in the 2020/2021 school year. In this quasi-experimental study, Online Self-regulated Learning Questionnaire (OSLQ) and semi-structured interviews were used to collect data. The results showed that students showed slightly higher self-regulation than the neutral point after the intervention. There was no significant difference between male and female students concerning self-regulation scores. The results of this study indicate that there is good interaction between students and between students and teachers during the learning process. This learning environment creates an interesting and fun atmosphere for students during the learning process. In the online SRL setting, students can design learning activities, set learning objectives and learn strategies that will be utilized. In addition, information obtained from various sources can help students construct their conceptual understanding. Thus, chemistry learning that involves students taking greater roles and responsibilities in the learning process can provide great opportunities for active participation. In short, students’ self-regulation improves with the teacher’s support as a facilitator in the online SRL setting.

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

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.

Latent Profiles of Online Self-Regulated Learning: Relationships with Predicted and Final Course Grades

This study used a combined person- and variable-centered approach to identify self-regulated online learning latent profiles and examine their relationships with the predicted and earned course grades. College students (N=177) at a Southeastern U.S. university responded to the Online Self-Regulated Learning Questionnaire. Exploratory structural equation modeling revealed four self-regulation factors: goal setting, environment management, peer help-seeking, and task strategies. Latent profile analysis yielded four latent profiles: Below Average Self-Regulation (BASR), Average Self-Regulation (ASR), Above Average Self-Regulation (AASR), and Low Peer Help-Seeking (LPHS). Compared with the AASR group, when students anticipated obtaining a higher course grade, they were less likely to engage in peer help-seeking and task strategies and more likely to adopt the LPHS self-regulation profile. Relating to LPHS, membership to all other groups predicted significantly lower course grades. AASR and LPHS predicted their performance most accurately, with non-significant differences between the predicted and the final course grades.

Motivation as Mediator between Self-Regulated Learning and Academic Performance of Senior High School Students in Distance Learning: Basis for Proposed Metacognitive Strategies

This study focused on the association of self-regulated learning to the academic performance, and the mediating impact of motivation of ninety senior high school students in Valenzuela City during online classes. This is for the school administrators, teachers, parents and students to ensure all learning opportunities are available and work together to reduce unmotivated learners in online classes. This enables educators to provide metacognitive strategies, and identify approaches and strategies to enhance the self-regulated learning and motivation of students in distance learning. More so, this study utilized quantitative research design through the use of standardized questionnaires. The researchers adopted the instrument of Online Self-regulated Learning Questionnaire (OSLQ) by Lucy Barnard-Brak, Valerie Osland Paton and William Y. Lan. Another adopted standardized questionnaire is the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Paul Pintrich. The correlation analysis result showed that there is positive low correlation between self-regulated learning and academic performance of senior high school students in the aspect of goal setting, environment structuring, time management, and self-evaluation. More so, the Structural Equation Modeling result showed that total effect of self-regulated learning to the outcome which is the academic performance is significant. Likewise, motivation predicts academic performance and at the same time controlling the self-regulated learning which is indirect effect. However, in a direct effect, there is no significant impact whether self-regulated learning predicts motivation that in turn predicts academic success in an online class. This study supports the importance of self-regulated learning in the distance learning, yet there is a need for further research in specific subject areas during system of distance learning to practice self-regulated learning across varied academic subjects. Keywords: self-regulated learning, motivation, metacognitive strategies, distance learning

Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19

Self-regulation is a core concept to understand the metacognitive, motivational, and emotional aspects of learning. The outbreak of COVID-19 resulted in large numbers of courses being shifted online, thus providing a large-scale setting to collect new empirical evidence to shed light on the specific challenges that different learner subgroups struggle with in the authentic online learning environment and then to provide practical implications to improve the learning outcomes by promoting learners’ online self-regulation. Based on a survey of 64,949 participants enrolled at 39 universities in a metropolitan city of China during the pandemic, we developed the Undergraduate Online Self-regulated Learning Questionnaire (UOSL), tested the reliability and construct validity of the UOSL items, and then built regression models to estimate the associations between online self-regulation and mastery of eight skills across different subgroups in a diverse student body. Disadvantaged subgroups such as rural, first-generation college students reported significantly lower UOSL scores as well as lower skill mastery in online learning. After controlling self-regulation in the regression model, these gaps related to student demographics have shrunk substantially and some become statistically insignificant (e.g., the gender gap in online skill mastery). The findings highlight the critical role of the targeted interventions of self-regulation to promote equity and enhance quality in the online teaching design and learning support.