ADAPTATION OF THE ONLINE SELF-REGULATION QUESTIONNAIRE (OSRQ) IN THREE TYPES OF INTERACTION INTO TURKISH: A VALIDITY AND RELIABILITY STUDY

Self-Regulation is a determinant as a dimension of student autonomy on the achievement of online distance education programs. In this respect, measurement of self-regulation has been a crucial issue in online education studies since identification of student inputs is an essential part of online course or program design. Considering the unavailability of a measurement instrument for online self-regulation in three types of interaction as appropriate with Turkish language and culture, the current study aims to adapt Online Self-Regulation Questionnaire (OSRQ) into Turkish. The data were collected from 307 graduate and undergraduate students enrolled in fully online programs. The instrument includes 30 items and three factors; namely, Self-Regulation in interaction between student and teacher, Self-Regulation in interaction between student and student, and Self-Regulation in interaction between student and content. The content validity of the instrument was provided in its development study. The language equivalency was ensured through back-translation procedure. Confirmatory factor analysis was conducted to test its construct validity. Internal consistency was provided through the calculation of Cronbach’s Alpha coefficients. Item consistency was ensured via the calculation of the corrected item-total correlations. Finally, item discrimination was tested by performing independent samples t-test. The results indicated that OSRQ in three types of interaction is a valid and reliable instrument for the utilization in Turkish distance education settings.