Adaptation and Validation of a Chinese Online Self-Regulated Learning Questionnaire

Autor/in	Lau, Kit-Ling
Titel	Adaptation and Validation of a Chinese Online Self-Regulated Learning Questionnaire
Quelle	In: Journal of Psychoeducational Assessment, 40 (2022) 3, S.438-444 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lau, Kit-Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829211059979
Schlagwörter	Validity; Chinese; Metacognition; Help Seeking; Self Evaluation (Individuals); Time Management; Learning Motivation; Goal Orientation; Secondary School Students; Foreign Countries; Translation; Factor Analysis; Student Attitudes; Measures (Individuals); Hong Kong + Suchen Sie Ihr Suchwort? Gültigkeit; China; Chinesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Zeitmanagement; Motivation for studies; Lernmotivation; Zielorientierung; Zielvorstellung; Sekundarschüler; Ausland; Faktorenanalyse; Schülerverhalten; Messdaten; Hongkong
Abstract	This study aimed to adapt and validate a Chinese version of the online self-regulated learning questionnaire (COSLQ) with Chinese junior secondary students in Hong Kong. A total of 716 students from six schools participated voluntarily in the study. Overall, the findings of this study supported the COSLQ's psychometric quality. The COSLQ subscales all demonstrated high internal consistency. Different measurement models were tested using confirmatory factor analysis. The results indicated that a 7-factor model best fit the data, suggesting that the participants could distinguish seven types of online self-regulatory strategies: goal setting, environment structuring, time management, effort regulation, cognitive/monitoring strategies, help seeking, and self-evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01