A Cross-Cultural Examination of the Online Self-regulated Learning Questionnaire (OSLQ) with Korean College Students
DOI:
https://doi.org/10.24059/olj.v29i4.5216Keywords:
Online Learning, Self-regulated Learning, Online Self-Regulated Learning, Questionnaire, OSLQ, Item Factor AnalysisAbstract
The Online Self-Regulated Learning Questionnaire (OSLQ) is a widely used self-report instrument for assessing student self-regulated learning (SRL). Despite its prevalence, the dimensionality of the OSLQ is often unclear across different populations, and its item-level characteristics remain underexplored. This study investigates the psychometric properties of the OSLQ with a sample of 571 Korean college students, using both confirmatory factor analysis (CFA) and item factor analysis (IFA). CFA results supported a seven-factor model over the original six-factor version. Furthermore, IFA results revealed that the OSLQ items have high item discrimination, a wide range of item difficulties, providing strong marginal reliability for students within a latent ability (θ) range of -2.5 to 1.5. A key finding was that students with moderate to low SRL ability tend to overestimate their skills. These findings confirm the OSLQ’s psychometric robustness and cultural relevance for Korean college students, particularly for assessing those with lower ability levels, while also highlighting the limitations of self-report measures.
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Copyright (c) 2025 Chungsoo Na, Soojeong Jeong, Jody Clarke-Midura, Wilhelmina van Dijk
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