ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1635325
Development and Validation of the Socially Shared Regulated Learning Questionnaire: Insights from a Second-Order Confirmatory Factor Analysis
Provisionally accepted
- 1City University of Macau, Taipa, Macao, SAR China
- 2Macao Polytechnic University, Macau, Macao, SAR China
- 3Universitat Autonoma de Barcelona, Barcelona, Spain
- 4Anqing Normal University, Anqing, China
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This study addresses a critical methodological gap by developing and validating a psychometrically robust, multidimensional socially shared regulated learning (SSRL) questionnaire. Grounded in contemporary theories of collaborative learning and regulation, the questionnaire comprises four theoretically informed dimensions: Shared Goal Setting and Planning, Shared Monitoring and Control, Shared Reflection and Evaluation, and Shared Motivational and Emotional Regulation. Employing a two-phase methodological design, the study first refined questionnaire items through a think-aloud protocol (TAP) with a diverse student sample. Subsequently, the refined instrument was administered to 378 university students, and its structural validity and reliability were evaluated via second-order confirmatory factor analysis (CFA). Results demonstrated excellent internal consistency (ω ≥ 0.82 for all dimensions), robust model fit (CFI = 0.951; RMSEA = 0.050; SRMR = 0.038), and strong hierarchical relationships between dimensions and the overarching SSRL construct. This validated questionnaire provides educators and researchers with an effective, scalable tool for assessing collaborative regulation processes, thus offering insights into enhancing collaborative learning outcomes in diverse educational contexts.
Keywords: socially shared regulated learning, questionnaire validation, ConfirmatoryFactor Analysis, Collaborative Learning, metacognition
Received: 28 May 2025; Accepted: 25 Aug 2025.
Copyright: © 2025 Yang, He, Wei and Tang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Erlong Tang, Anqing Normal University, Anqing, China
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