p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2021 Volume 11
Deomed Publishing
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Volume 10, Issue 3, December 2020,
Page(s): 269-278
Original Empirical Research
Received: January 14, 2019; Accepted: April 29, 2020; Published online: July 20, 2020
doi:10.2399/yod.19.512415; Copyright © 2020, Deomed
Adaptation of the Self-Regulated Online Learning Questionnaire (SOL-Q)
Nuh Yavuzalp1 ORCIDID, Yunus Özdemir2 ORCIDID (E-mail)
1Department of Computer Education and Instructional Technology, Faculty of Education, Bolu Abant İzzet Baysal University, Bolu, Turkey
2Distance Learning Application and Research Center, Bolu Abant İzzet Baysal University, Bolu, Turkey
*This study, produced from Yunus Özdemir's master's thesis, was supported by Bolu Abant Izzet Baysal University BAP with project no.2018.02.01.1277.
The aim of this study was to adapt the "Self-Regulated Online Learning Questionnaire" into Turkish, and to present the validity and reliability of the results of the scale. The original form of the scale, which is in English, consists of five factors (metacognitive skills, help seeking, time management, persistence and environmental structuring) and of 36 items. First of all, each item of the Self-Regulated Online Learning Questionnaire (SOL-Q) is translated into Turkish with the support of language experts. The processes, assisted by four language experts, involved a translation which is followed by a back-translation. To ascertain construct validity of the Turkish language equivalence scale, it was applied to 569 university students who were taking at least one of the campus-based common compulsory courses via distance learning. As a result of exploratory factor analysis, it was observed that the scale comprised of five-dimensions as in original scale. According to the results, factor loadings were calculated between .393 and .906, the total eigenvalue of the scale was 22.34 and the total variance explained by the sample was corresponded to 62.06%. As a result of confirmatory factor analysis implemented with a different sample consisting of 128 university students, acceptable fit indices [x2/df=4.21; RMSEA=.071; CFI=.99] were obtained. As a result of reliability analyses, Cronbach's alpha values are ranging between .70 and .95 for each sub-dimensions of the scale. According to the results, it is thought that the "Self-Regulated Online Learning Questionnaire" can be used to measure self-regulation behaviors in the online learning process.
Keywords: Higher education, online learning, self-regulated learning
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

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