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Self-regulated learning is an active and self-directed process in which the learner systematically directs, evaluates, and monitors their cognitive, environmental, motivational, and behavioral factors to achieve their learning goals by using specific strategies. This aimed conducted to validate and evaluate an online self-regulation questionnaire in students using online native learning management systems at Jahrom University of Medical Sciences. It was a cross-sectional descriptive study conducted among students at Jahrom University of Medical Sciences in the academic year of 2019-2020. The research tool used was a short online self-administered learning questionnaire (OSLQ), and 200 students were selected using consensus sampling in three fields. The validity of the questionnaire including translation, content, convergent, and construct validity (exploratory and confirmatory factor analysis), was assessed. The stability and internal consistency of the questionnaire were evaluated using Cronbach's alpha coefficients, and statistical analyses were performed with IBM SPSS 21. During the exploratory analysis of the questionnaire, five areas were identified: goals, time management, self-evaluation, environment structure, and support. The high correlation coefficient of components in the learning self-regulation questionnaire was confirmed with the aligned questionnaire. Confirmatory factor analysis confirmed the five domains and their items. The reliability of the questionnaire showed acceptable values for internal consistency. Overall, this research confirmed the internal consistency, validity, and reliability of a short form of an online learning self-regulation questionnaire, providing a standardized tool to measure self-regulation of learning in students. This questionnaire can be utilized in Iranian research.

Keywords: self-regulation, online learning, Active learning, reflection, medical education

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