ABSTRACT
A Chinese version of the Online Self-Regulated Learning Questionnaire (OLSQ) was administered to 412 Hong Kong students of average ability and 374 students talented in mathematics (Grades 4–9, age 9–15 years). Data indicated that the Chinese OLSQ provides valid and reliable scores when used with these students.
Acknowledgments
This article was based on an EdD dissertation completed by Joyce J. Y. Fung under the direction of Mantak Yuen and Allan H. K. Yuen. The authors express appreciation to Gaowei Chen for his statistical advice.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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Notes on contributors
Joyce J. Y. Fung
Joyce J. Y. Fung, EdD, is a member of the Centre for Advancement of Inclusive and Special Education in the Faculty of Education at the University of Hong Kong. She has extensive experience in mathematics education and online teaching and learning for secondary students. Her research interests are in gifted education, talent development, and online self-regulatory learning.
Mantak Yuen
Mantak Yuen, PhD, is Associate Professor and Director of the Centre for Advancement of Inclusive and Special Education in the Faculty of Education at the University of Hong Kong. He was trained as an educational psychologist at the University College London. He is a registered counseling and educational psychologist in Hong Kong. His research interests are in students' life career development, connectedness, purpose and meaning in life, talent development, and inclusion in schools.
Allan H. K. Yuen
Allan H. K. Yuen, PhD, is Associate Professor and Director of the Centre for Information Technology in Education in the Faculty of Education at the University of Hong Kong. His particular expertise is in the areas of technology adoption and pedagogical innovations, especially those related to e-learning.