Adapting the Self-Regulation Scale for Online Learning to the Turkish Context

Mustafa Çağrı Gürbüz

Abstract


The Self-Regulation for Learning – Online (SRL-O) scale was developed to encompass a broad range of motivational beliefs and learning strategies commonly used in online or blended learning environments. This study aims to determine the validity and reliability of the SRL-O scale, developed by Broadbent et al. (2023) to address shortcomings in existing measurement instruments, within the Turkish context. The 44-item, 7-point Likert-type scale was administered to a total of 803 undergraduate and graduate students. A confirmatory factor analysis (CFA) was conducted to examine the 10-factor structure of the scale, which includes (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 results indicated that the 10-factor structure was consistent with the original scale and demonstrated good model fit. Internal consistency coefficients were calculated for the entire scale and its subdimensions to assess reliability. Additionally, the scale was found to have two higher-order factors: motivational beliefs and learning strategies. The Cronbach’s alpha coefficient for the overall scale was calculated as 0.91. The SRL-O is expected to meet the need for a comprehensive instrument that captures a wide range of motivational beliefs and learning strategies in the context of online self-regulated learning

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DOI: https://doi.org/10.51383/ijonmes.2025.420

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