Validity Evidence for a Chinese Version of the Online Self-Regulated Learning Questionnaire With Average Students and Mathematically Talented Students

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.

KEYWORDS:

• Chinese
• Hong Kong
• Online Self-Regulated Learning Questionnaire
• self-regulated learning

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.

Additional information

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.