Constructing a socially regulated learning scale for university students in online collaborative contexts

Socially regulated learning (SoRL) is a critical mechanism for enhancing the effectiveness of collaborative learning outcomes. Measurement of university students’ engagement in SoRL is essential for refining the strategies aimed at improving its efficacy. Nonetheless, the measurement of university students’ levels of engagement in SoRL remains underdeveloped. This study employed item analysis, exploratory factor analysis (Sample 1, n = 531), and confirmatory factor analysis (Sample 2, n = 484) to develop an SoRL scale and used this scale to measure the level of SoRL among Chinese university students (Sample 3, n = 1009). These findings revealed that this scale had a Cronbach’s alpha of 0.984. The scale exhibited a six-factor structure, which included task understanding, goal planning, process monitoring, effort control, social help, and evaluation and reflection. The overall level of SoRL among Chinese university students was above average. The scale demonstrated ideal item discriminability, content validity, and structural validity, making it an effective tool for measuring the level of SoRL among university students in online collaborative contexts.