Brazilian Version of Online Self-Regulated Learning Questionnaire (OSLQ): Evidence of Validity

Rufini, Sueli Édi; Fernandes, Juliana Gomes; Bianchini, Luciane Guimarães Batistella; Alliprandini, Paula Mariza Zedu

doi:10.1590/0102.3772e37547

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Social, Work and Organizations Psychology • Psic.: Teor. e Pesq. 37 • 2021 • https://doi.org/10.1590/0102.3772e37547 copy

Brazilian Version of Online Self-Regulated Learning Questionnaire (OSLQ): Evidence of Validity

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Self-regulated learning refers to intentional, planned, temporal, dynamic, and complex action. Self-regulatory assessment instruments valid for traditional teaching are not suitable for online environments. This study examinates evidence for validation of the Online Self-Regulated Learning Questionnaire (OSLQ) applied to a sample of 1,434 students from an on-line Pedagogy course, 95.12% women and 4.88% men, ages from 21 to 40 years, from different regions of Brazil. AFE and AFC considering Parallel Analyzes. The results indicated a moderate adjustment for the hypothetical six-factor model. The extraction of two factors by AFE indicated that the model has not been confirmed. This result points to the need of further studies using the instrument, aiming at its availability to research.

KEYWORDS:
self-regulated learning; distance learning; evaluation tool; evidence of measure validity

Article	Participants	Construct Validity
*Barnard-Brak et al. (2009*Barnard-Brak, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring Self-Regulation in Online and Blended Learning Environments. The Internet and Higher Education, 12(1), 1-6. https://doi.org/10.1016/j.iheduc.2008.10.005 https://doi.org/10.1016/j.iheduc.2008.10... )	Universitários Americanos	CFA
	434 cursos híbridos
	204 totalmente on-line
Rodriques et al. (2016)	Universitários brasileiros	CFA
Rodriques et al. (2016)	408 totalmente on-line	CFA
Martinez-Lopez et al. (2017)	Universitários russos	CFA
Martinez-Lopez et al. (2017)	45 totalmente on-line	CFA
*Lin et al.(2017*Lin, C-H., Zhang, Y., & Zheng, B. (2017). The Roles of Learning Strategies and Motivation in Online Language Learning: A Structural Equation Modeling Analysis. Computers & Education, 113, 75-85. https://doi.org/10.1016/j.compedu.2017.05.014 https://doi.org/10.1016/j.compedu.2017.0... )	Ensino médio	EFA
	466 (cursos de curta duração on-line)	EFA
*Fung et al. (2018*Fung, J. J., Yuen, M., & Yuen, A. H. (2018). Validity Evidence for a Chinese Version of the Online Self-Regulated Learning Questionnaire with Average Students and Mathematically Talented Students. Measurement and Evaluation in Counseling and Development, 51(2), 111-124. https://doi.org/10.1080/07481756.2017.1358056 https://doi.org/10.1080/07481756.2017.13... )	Ensino elementar	CFA
	(cursos de curta duração on-line)	CFA
*Taghizade et al. (2020*Taghizade, A., Azimi, E., & Mirzaee, R. (2020).Validity Evidence for a Persian Version of the Online Self-Regulated Learning Questionnaire. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(1), 13-24. https://dx.doi.org/10.30476/ijvlms.2020.84802.1017 https://dx.doi.org/10.30476/ijvlms.2020.... )	Universitários Iran	Principal Component Factoring e CFA
	418 (cursos de curta duração on-line)	Principal Component Factoring e CFA
Vilkova e Shcheglova (2020Vilkova, K., & Shcheglova, I. (2020). Deconstructing self-regulated learning in MOOCs: In search of help-seeking mechanisms. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10244-x https://doi.org/10.1007/s10639-020-10244... )	Universitários russos	CFA
	913 (cursos de curta duração on-line)	CFA

Item	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20	21	22	23	24
1	1.0
2	.66	1.0
3	.56	.51	1.0
4	.61	.60	.60	1.0
5	.31	.28	.30	.34	1.0
6	.42	.37	.33	.44	.29	1.0
7	.44	.38	.39	.49	.27	.77	1.0
8	.50	.48	.49	.53	.32	.68	.76	1.0
9	.45	.43	.45	.50	.24	.70	.69	.72	1.0
10	.28	.27	.26	.28	.13	.24	.25	.31	.30	1.0
11	.11	.14	.15	.13	.04	.15	.14	.16	.22	.36	1.0
12	.34	.31	.40	.39	.15	.27	.28	.34	.35	.27	.31	1.0
13	.35	.34	.38	.38	.23	.26	.30	.37	.33	.28	.26	.50	1.0
14	.42	.38	.35	.41	.23	.36	.36	.40	.40	.35	.27	.39	.44	1.0
15	.32	.29	.33	.38	.10	.26	.34	.29	.31	.21	.21	.39	.39	.45	1.0
16	.40	.35	.42	.45	.07	.25	.35	.35	.36	.25	.16	.45	.38	.45	.61	1.0
17	.27	.22	.29	.27	.16	.21	.23	.28	.25	.36	.22	.29	.27	.30	.22	.26	1.0
18	.23	.18	.26	.24	.12	.12	.20	.21	.18	.31	.20	.30	.31	.27	.30	.28	.49	1.0
19	.23	.20	.23	.26	.13	.21	.24	.27	.24	.26	.20	.29	.28	.23	.26	.27	.49	.43	1.0
20	.31	.25	.34	.29	.13	.16	.25	.31	.22	.21	.18	.33	.36	.28	.32	.34	.33	.38	.35	1.0
21	.41	.39	.44	.42	.17	.29	.33	.44	.38	.34	.18	.38	.48	.39	.39	.43	.36	.34	.36	.40	1.0
22	.36	.37	.38	.41	.17	.30	.35	.41	.38	.30	.25	.40	.48	.38	.38	.38	.34	.27	.36	.38	.64	1.0
23	.22	.22	.23	.27	.14	.22	.26	.31	.27	.26	.23	.32	.39	.32	.31	.31	.37	.42	.50	.38	.40	.46	1.0
24	0,26	.23	.27	.27	.13	.22	.26	.28	.30	.27	.24	.31	.41	.31	.34	.31	.42	.47	.51	.37	.42	.48	.79	1.0

Variables	% of variance
Variables	Eigenvalue	Proportion of Variance	Proportion of accumulated Variance
1	4.2697*	8.2829	9.1883
2	1.3962*	7.8378	8.6997
3	1.38458	.05769	.52532
4	1.17510	.04896	.57429
5	1.07429	.04476	.61905

Item	Fator 1	Fator 2	h ² ^*
1. I set standards for my assignments in online courses	.73		.73
2. I set short-term (daily or weekly) goals as well as long-term goals (monthly or for the semester)	.70		.70
3. I keep a high standard for my learning in my online courses	.62		.66
4. I set goals to help manage study time for my online courses	.74		.69
5. I don't compromise the quality of my work because it is online	.42		.34
6. I choose the location where I study to avoid too much distraction.	.93		.89
7. I find a comfortable place to study	.92		.85
8. I know where I can study most efficiently for online courses	.93		.88
9. I choose a time with few distractions for studying for my online courses	.87		.78
14. I allocate extra studying time for my online courses because I know it is time-demanding	.44		.56
1. I try to take more thorough notes for my online courses because notes are even more important for learning online than in a regular classroom		.31	.48
11. I read aloud instructional materials posted online to fight against distractions		.35	.50
13. I work extra problems in my online courses in addition to the assigned ones to master the course content		.42	.60
17. I find someone who is knowledgeable in course content so that I can consult with him or her when I need help		.55	.61
18. I share my problems with my classmates online, so we know what we are struggling with and how to solve our problems		.66	.63
19. If needed, I try to meet my classmates face-to-face		.61	.56
2. I am persistent in getting help from the instructor through e-mail		.47	.48
23. I communicate with my classmates to find out how I am doing in my online classes		.77	.79
24. I communicate with my classmates to find out what I am learning that is different from what they are learning		.82	.88
12. I prepare my questions before joining in discussion forum	.31	.31	.67
15. I try to schedule the same time every day or every week to study for my online courses, and I observe the schedule	.30	.35	.65
16. Although we don't have to attend daily classes, I still try to distribute my studying time evenly across days	.38	.31	.69
21. I summarize my learning in online courses to examine my understanding of what I have learned	.34	.44	.73
22. I ask myself a lot of questions about the course material when studying for an online course	.30	.47	.72
Variance	6.49	4.18
Proportion of variance (%)	.40	.25
Reliability	.97	.94
Correlation between factors	.57

Instituto de Psicologia, Universidade de Brasília Instituto de Psicologia, Universidade de Brasília, 70910-900 - Brasília - DF - Brazil, Tel./Fax: (061) 274-6455 - Brasília - DF - Brazil
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