Self-regulation in three types of online interaction: a scale development

Moon‐Heum Cho · YoonJung Cho

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Online and Blended Learning Innovative Teaching and Learning Methods Educational Leadership and Innovation

Abstract

The purpose of this study was to develop a scale with which to examine students’ self-regulation (SR) in three types of online interaction. Using scale development steps, we constructed the online self-regulation questionnaire (OSRQ), a self-report survey. A total of 799 online students participated in the study. Data from 400 randomly selected participants were used for exploratory factor analysis (EFA), and data of the remaining 399 participants were used for confirmatory factor analysis (CFA). The EFA yielded three factors as hypothesized: SR in interaction between student and content, SR in interaction between student and student and SR in interaction between student and teacher. The CFA demonstrated that the factor structures appearing in the EFA were also observed with different participants. In addition, we found convergent validity in the OSRQ. The study contributes to understanding SR in online learning settings.

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References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 1991Scale Development : Theory and Applications 2006Scale Development Research 2008Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects 1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)2012Psychological correlates of university students' academic performance: A systematic review and meta-analysis.1994Assessing Metacognitive Awareness 1989Editorial: Three types of interaction

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