Research in Health and Medical Sciences

en Validation and Evaluation of Online an Self-Regulation Questionnaire for Students Using Online Native Learning Management Systems Validation and Evaluation of Online an Self-Regulation Questionnaire for Students Using Online Native Learning Management Systems تخصصي Special <div style="text-align: left;">Introduction: Self-regulated learning is an active and self-directed process in that the learner systematically directs, evaluates, and monitors his cognitive, environmental, motivational, and behavioral factors to achieve his learning goals by using special strategies. This research was conducted to validate and evaluate an online self-regulation questionnaire in students using online native learning management systems at Jahrom University of Medical Sciences.</div> <pre style="text-align: left;"> .</pre> <h3 style="text-align: left;">Method: This is a cross-sectional descriptive study that was conducted among the students at Jahrom University of Medical Sciences in the academic year of 2019-2020.  The research tool was a short online self-administered learning questionnaire (OSLQ). 200 students were selected by consensus sampling in 3 fields.  Validity of the questionnaire including translation, content, convergent, and construct validity (exploratory and confirmatory factor analysis) was done. The stability and  Internal consistency of the questionnaire were evaluated by  Cronbach's alpha coefficient. Statistical analyses were performed with IBM SPSS 21</h3> <div style="text-align: left;"><a href="https://www.ibm.com/support/pages/downloading-ibm-spss-statistics-21"></a></div> <pre style="text-align: left;"> </pre> <pre style="text-align: left;"> Results: In the exploratory analysis of the questionnaire, 5 areas were identified.  These 5 areas are 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 led to the confirmation of 5 domains and their items.  The reliability of the questionnaire had acceptable values in checking its internal consistency.</pre> <pre style="text-align: left;"> Conclusion: In this research, internal consistency, validity, and reliability of a short form of online learning self-regulation questionnaire were confirmed and a short and standardized tool was provided to measure self-regulation of learning in students. This questionnaire can be used in  Iranian research.</pre> <div style="text-align: left;"></div> 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. learning, self-regulation, online, self-regulation questionnaire, active learning self-regulation, online learning, Active learning, reflection, medical education 10 22 http://jrhms.thums.ac.ir/browse.php?a_code=A-10-101-1&slc_lang=en&sid=1 Leili mosalanejad mosallanejad@jums.ac.ir 10031947532846001010 10031947532846001010 No Medical Education Department, Jahrom University of Medical Sciences, Jahrom, Iran Mohsen Keshavarz 10031947532846001011 10031947532846001011 Yes Department of E-Learning in Medical Sciences, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran Sajad Ghanateyan 10031947532846001012 10031947532846001012 No Jahrom University of Medical Sciences, Jahrom, Iran Sara maghsodzadeh 10031947532846001013 10031947532846001013 No Research Center for Neuromodulation and pain, Shiraz, Iran