Adaptation of self-regulated online learning scale into Turkish and investigation of self-regulation in terms of different variables

In this study, the adaptation of self-regulated online learning scale into Turkish was carried out, and the relationship between self-regulated learning and gender, school type, academic achievement, and elapsed time in online learning environments was investigated. This study was based on the survey methodology. The "Self-Regulated Online Learning Questionnaire (SOL-Q)", developed by Jansen, Leeuwen, Janssen, Kester, and Kalz (2016) was adopted into Turkish, and was used as the data collection tool. 569 university students' data were used for adaptation, and different 128 university students' data were used for the actual study, and were analyzed. Exploratory and confirmatory data analysis were applied for the adaptation of the scale into Turkish. Exploratory factor analysis resulted in five factors. Exploratory factor analysis confirmed the five factor model. The Cronbach's alpha was found as >.70. According to the findings, it was indicated that the validity and reliability of the Turkish version of the scale was satisfied. The adapted scale was administered to different sampling for the investigation the research problems. Comparison tests were used for gender and school type variables, and correlational investigations were utilized for the academic achievement and time elapsed in online learning environments. After data analysis, it was found that there was not a significant difference in the self-regulation scores in terms of gender. Although, in terms of school type, vocational high school students' self-regulation skills were higher in the "persistence" factor, there were not significant differences in other factors. Moreover, there was a correlation between the academic achievement and the time management factor, but the correlations with the other factors were not significant. A significant correlation between the time elapsed in online learning environment and the self-regulation skills was not found. Within the scope of this study, the study of the adaptation of the scale for self-regulated learning skills for online learning environments was carried out. At the end of the study, "Self-regulated Online Learning Scale", which was adapted into Turkish and was valid and reliable, was achieved.