Development and Validation of a Questionnaire for Self-regulated Learning in Blended or Technology-mediated Learning Environments in Higher Education.

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Bibliographic Details
Title:	Development and Validation of a Questionnaire for Self-regulated Learning in Blended or Technology-mediated Learning Environments in Higher Education.
Authors:	Lobos, Karla¹, Cobo-Rendón, Rubia², Gutiérrez Cuevas, Jorge Luis³, Parcet, Camila Espinoza¹, Fernández, Carolyn¹
Source:	Online Learning. Jun2026, Vol. 30 Issue 2, p397-433. 37p.
Subject Terms:	Self-regulated learning, Blended learning, Higher education, Factor analysis, Digital learning, Educational tests & measurements, Questionnaires, Psychometrics
Geographic Terms:	Chile
Abstract:	Higher education has undergone significant transformations with the incorporation of blended learning. Self-regulated learning has been identified as a crucial factor for academic success in this context. However, the measurement of self-regulated learning in blended learning environments remains limited. This study aims to develop and validate a questionnaire to assess self-regulated learning in Chilean university students participating in blended learning environments. An instrumental study was conducted with a sample of 1,147 university students from an institution in southern Chile. A sequential methodological design was used to validate the dimensions of the questionnaire. The sample was randomly divided into two groups, 556 students for exploratory factor analyses and 591 students for confirmatory factor analyses. The final questionnaire comprises 71 items distributed in three main dimensions: Planning, Execution and Assessment, with specific sub-dimensions for each. The psychometric analysis revealed adequate validity and reliability indices, confirming the factorial structure of the questionnaire and its ability to measure self-regulated learning in blended learning contexts. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Higher education has undergone significant transformations with the incorporation of blended learning. Self-regulated learning has been identified as a crucial factor for academic success in this context. However, the measurement of self-regulated learning in blended learning environments remains limited. This study aims to develop and validate a questionnaire to assess self-regulated learning in Chilean university students participating in blended learning environments. An instrumental study was conducted with a sample of 1,147 university students from an institution in southern Chile. A sequential methodological design was used to validate the dimensions of the questionnaire. The sample was randomly divided into two groups, 556 students for exploratory factor analyses and 591 students for confirmatory factor analyses. The final questionnaire comprises 71 items distributed in three main dimensions: Planning, Execution and Assessment, with specific sub-dimensions for each. The psychometric analysis revealed adequate validity and reliability indices, confirming the factorial structure of the questionnaire and its ability to measure self-regulated learning in blended learning contexts. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v30i2.4950