Measuring Self-Regulated Learning for Chinese International and Canadian Domestic Undergraduate Students in Canada.
Self-regulated learning (SRL) is essential for academic success. Research shows that culture influences the engagement in SRL processes. However, there are limited cross-cultural studies investigating SRL; therefore, we aimed to validate an SRL measurement for Chinese international and Canadian dome...
| Publicado en: | Journal of Psychoeducational Assessment Vol. 44; no. 4; pp. 383 - 400 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193688421&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193688421 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07342829 G5W jtl: Journal of Psychoeducational Assessment issn: 07342829 maglogo: Y pubinfo: dt: Jul2026 vid: 44 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 193688421 190320031 193688421 193688421 10.1177/07342829251409015 193688421 ppf: 383 ppct: 17 formats: tig: atl: Measuring Self-Regulated Learning for Chinese International and Canadian Domestic Undergraduate Students in Canada. aug: au: Wu, Meng Qi Hadwin, Allyson F. Won, Sungjun Rostampour, Ramin affil: Department of Educational Psychology and Leadership Studies, University of Victoria, Victoria, BC, Canada sug: subj: Self-Directed Learning Evaluation Students, Foreign Chinese Persons Students, Undergraduate Canadians Academic Performance Evaluation Human Canada Questionnaires Educational Measurement Colleges and Universities Goal-Setting Task Performance and Analysis Factor Analysis Self Report Psychology, Educational Adolescence Adult Male Female Descriptive Statistics Funding Source Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Self-regulated learning (SRL) is essential for academic success. Research shows that culture influences the engagement in SRL processes. However, there are limited cross-cultural studies investigating SRL; therefore, we aimed to validate an SRL measurement for Chinese international and Canadian domestic undergraduate students and to examine if the relationships between SRL engagement and academic performance differ across the two groups. First, we investigated the measurement invariance of the Regulation of Learning Questionnaire for both groups. Our findings confirmed the metric invariance across these cultural groups and identified items contributing to the scalar non-invariance. Additionally, we found that goal management was significantly associated with Canadian students' course grades only, at the middle and end of a 4-month academic semester. In contrast, monitoring was significantly associated with semester GPA for both groups at the middle of the semester. Our findings emphasize the significance of evaluating measurement invariance across cultures and contribute to the extant literature on the relationship between culture and SRL. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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