Cross-Cultural Adaptation and Psychometric Validation of the Perceived Self-Regulation Skills Scale for Elementary Students in Temporary Online Learning Environments: A Cross-Sectional Study

Document Type : Original Article

Authors

1 Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran

2 Department of Educational Sciences, Farhangian University, Tehran, Iran

3 Department of Psychology, Hormozgan University, Bandar Abbas, Iran

Abstract

Background: With the rise of online education during temporary school closures, elementary students face self-regulation challenges. This study aimed to culturally adapt and validate the Perceived Self-Regulation Skills Scale (P-SRSS) for Iranian students.
Methods: This cross-sectional study, which involved transcultural adaptation and psychometric assessment, was carried out between November 2023 and August 2024 among fourth-grade elementary students in Bandar Abbas, Iran, who attended temporary online classes due to interruptions like power failures or air pollution. Using a multistage cluster sampling method, a total of 1,120 students from 20 public schools were selected. The P-SRSS was translated into Persian following the World Health Organization’s forward–backward translation protocol. Ten experts evaluated face and content validity. Construct validity was examined using Exploratory Factor Analysis (EFA) with SPSS v24.0 and Confirmatory Factor Analysis (CFA) with LISREL v8.80. Concurrent validity was assessed through correlations with the Gómez and colleagues’ self-regulation questionnaire. Reliability was evaluated using Cronbach’s alpha, test–retest reliability, and the split-half method. Statistical significance was set at p<0.05. 
Results: The findings confirmed that the P-SRSS demonstrated acceptable face and content validity (Content Validity Ratio (CVR) ranged from 0.80 to 1.00; Content Validity Index (CVI) ranged from 0.83 to 0.93). Concurrent validity was supported by a strong and significant correlation with the Gómez and colleagues’ self-regulation questionnaire (r=0.77, p<0.001). The EFA identified three factors—“Planning the Learning Process,” “Implementation of the Learning Plan,” and “Focusing on the Target and Learning Task”—explaining 64.44% of the total variance. The CFA indicated a good model fit. Internal consistency was excellent (Cronbach’s alpha = 0.949), and test-retest reliability was also acceptable (r=0.811, p<0.0001).
Conclusion: The Persian version of the P-SRSS is a reliable and valid instrument for evaluating self-regulation in online learning among fourth-grade students, supporting research on engagement, learning outcomes, and related academic variables.

Highlights

Habibollah Barani (Google Scholar)

Azita Amirfakhraei (Google Scholar)

Keywords

References

  1. Neira M, Erguler K, Ahmady-Birgani H, Al-Hmoud ND, Fears R, Gogos C, Hobbhahn N, Koliou M, Kostrikis LG, Lelieveld J, Majeed A, Paz S, Rudich Y, Saad-Hussein A, Shaheen M, Tobias A, Christophides G. Climate change and human health in the Eastern Mediterranean and Middle East: Literature review, research priorities and policy suggestions. Environ Res. 2023;216(Pt 2):114537. doi: 10.1016/j.envres.2022.114537. PubMed PMID: 36273599; PubMed Central PMCID: PMC9729515.
  2. Abbass K, Qasim MZ, Song H, Murshed M, Mahmood H, Younis I. A review of the global climate change impacts, adaptation, and sustainable mitigation measures. Environ Sci Pollut Res Int. 2022(28):42539-42559. doi: 10.1007/s11356-022-19718-6. PubMed PMID: 35378646; PubMed Central PMCID: PMC8978769.
  3. Sanjari S, Soleimani MM. Validation of the Persian Version of the Engagement in E-Learning Scale in Students of the School of Nursing and Midwifery in Iran. Middle East J Rehabil Health Stud. 2023;10(3):e134881. doi: 10.5812/mejrh-134881.
  4. Mohamed S, Rodrigues L, Omer S, Calautit JK. Overheating and indoor air quality in primary schools in the UK. Energy Build. 2021;250:111291. doi: 10.1016/j.enbuild.2021.111291.
  5. Omidifar R, Mazari E, Ostadalidehaghi R. Investigating the Impact of Virtual Education on Air Pollution Indicators in Tehran during the COVID-19 Outbreak. Pollution. 2023;9(4):1914-24. doi: 10.22059/poll.2023.360774.1951.
  6. Ahiaku PKA, Uleanya C, Muyambi GC. Rural schools and tech use for sustainability: the challenge of disconnection. Educ Inf Technol. 2025;30(9):12557-71. doi: 10.1007/s10639-024-13311-9.
  7. Mohamadi Soliemani MR, Sanjari S, Dortaj F, Delavar A, Shokry H. A Model for Ranking the Quality of Educational Services in Medical Sciences Universities. Iranian Journal of Medical Education. 2017;17(0):132-44. [In Persian]
  8. Barani H, Mohammadi Soleimani MR, Amirfakhraei A, Wahab Samavi SA. Transcultural Adaptation and Psychometric Evaluation of the Online Learning Self-Efficacy Scale among High School Seniors in Bandar Abbas City. Interdiscip J Virtual Learn Med Sci. 2024;15(1):62-75. doi: 10.30476/ijvlms.2023.100230.1258.
  9. Aliakbari Borovati F, Mohammadi Ahmadabadi N, Sanjari S, Keikha A, Bameri A, Panahi G, Mohamadi Soliemani M. Development and Validation of the Academic Self-Handicapping Scale for Nursing and Midwifery Students: A Study of Reliability and Agreement. Interdiscip J Virtual Learn Med Sci. 2025; 16(1): 8-23. doi: 10.30476/ijvlms.2025.105011.1324.
  10. Bahmaniar S, Amirfakhraie A, mohamadisoliemani M, E Z. The Development and Validation of a Job Burnout Questionnaire for Iranian Nurses: A Case Study of Nurses Working in Hormozgan Province. J Crit Care Nurs. 2025;17(3):37-48. doi: 10.30491/JCC.17.3.37. [In Persian]
  11. Sanjari S, Tavan A, Abbasi H, Salajegheh A, Mohammadi Soliemani MR. Development and Psychometric Evaluation of the Tehran Adolescent Aggression Scale: A Mixed-Methods Study. Iran J Psychiatry Behav Sci. 2025;19(3):e153646. doi: 10.5812/ijpbs-153646.
  12. Mohammad Mohammadi S, Shahrzad S. Provide a model for ranking the job performance of midwives in provide the prenatal care in health centers of Kerman province. Journal of Psychometry. 2017;5(20):105-20. [In Persian]
  13. Sanjari S, Soleimani M. Validation of the Knowledge Sharing Behavior Scale Among Nursing and Midwifery Faculty Members in Iran: Psychometric Properties and Cross-Cultural Adaptation. Middle East J Rehabil Health Stud.2023;11(1):e134886. doi: 10.5812/mejrh-134886.
  14. Bayat Mokhtari L, Sanjari S, Kikha A, Mohammadi Soliemani MR, Abbasi H, et al. A Cross-sectional Study of the Correlations of Sleep Quality, Anxiety, and Social Support with Academic Engagement: The Mediating Role of Mental Health. Shiraz E-Med J. 2025;26(10):e160489. doi: 10.5812/semj-160489.
  15. Sun L, Kangas M, Ruokamo H, Siklander S. A systematic literature review of teacher scaffolding in game-based learning in primary education. Educ Res Rev. 2023;40:100546. doi: 10.1016/j.edurev. 2023(40).100546. doi: 10.1016/j.edurev.2023.100546.
  16. Sanjari S, AmirFakhraei A, Soleimani MRM, Alidousti K. Validation of the Slade Fear of Childbirth Scale for Pregnancy in a Sample of Iranian Women: A Cross-sectional Study. Crescent J Biol Med Sci. 2022;9(3):138-46. doi: 10.34172/cjmb.2022.24.
  17. Abavisani M, Taghvaei D, Pirani Z. Factor structure and validity of Gomez and colleagues' electronic self-regulation questionnaire among high school students. Fundamentals of Mental Health. 2024;26(4):223-33. doi: 10.22038/jfmh.2024.78227.3116. [In Persian]
  18. López-Angulo Y, Sáez-Delgado F, Gaeta ML, Mella-Norambuena J, González-Robaina Y, Muñoz-Inostroza K. Validation of the self-regulation of learning instrument for undergraduates. Front Educ. 2024;9:1464424. doi: 10.3389/feduc.2024.1464424.
  19. Kara A, Ergulec F, Eren E. The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement. Educ Inf Technol. 2024;29(17):23517-46. doi: 10.1007/s10639-024-12755-3.
  20. Alhazbi S, Hasan MA. The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning. Sustainability. 2021;13(19): 11070. doi: 10.3390/su131911070.
  21. Alizadeh A, Mahmoodi F, Adib Y, Imada T. Dominant Culture in Iran’s Primary School Textbooks: A Comparison Between Individualism and Collectivism. IJCE. 2024;7(1):2895-916. doi: 10.22034/ijce.2023.406204.1508.
  22. Shahbazian S, Amirfakhraei A, Sanjari S. Psychometric Validation of the Hypersexual Behavior Scale in University Students in Bandar Abbas, Southern Iran. Iran J Psychiatry Behav Sci. 2025;19(3):e152425. doi: doi.org/10.5812/ijpbs-152425.
  23. Sajadi Monazah H, Mohammadi Soleimani MR, Jahan F. Development of a coping skills educational package and its effectiveness on awareness, attitude, and behavior regarding group conflicts among male adolescents. JFMH. 2024;26(6):363-72. doi: 10.22038/jfmh.2024.79244.3122.
  24. Bayat Mokhtari L, Tavan A, Sanjari S, Mohammadi Soliemani MR, Salajegheh A. The Impact of Peer Relationships, Moral Development, and Family Relationships on Collective Violence with the Mediating Role of Psychological Security. Middle East J Rehabil Health Stud. 2025;12(1):e151732. doi: 10.5812/mejrh-151732.
  25. Azizi M. Effectiveness of Group Self-Control Instruction on Self-Regulatory Learning Skills and Resilience in sixth-grade Elementary Students. REEK. 2021;2(4):22-31. doi: 20.1001.1.26765500.1399.2.4.3.6.
  26. Jamali Paghale S, Khademi Ashkzari M, Akhavan Tafti M, Abedi A. Effectiveness of Early Educational Interventions on Self-Regulation Skills in Preschool Children. IJLM. 2018;1(1):31-41. doi: 10.22034/iepa.2018.77424.
  27. Sanjari S, Soleimani M, Keramat A. Development and Validation of an Electronic Scale for Sexual Violence Experiences in Iranian Women. Crescent J Biol Med Sci. 2022;10:27-35. doi: 10.34172/cjmb.2023.05.
  28. Çavaş P, Arslan Cansever B, Ünver G. Developing the Perceived Self- Regulation Skills Scale for Fourth Grade Students. Croat J Educ. 2020;22(3). doi: 10.15516/cje.v22i3.3623.
  29. Erdogan T, Senemoglu N. Development and validation of a scale on self-regulation in learning (SSRL). Springerplus. 2016;5(1):1686. doi: 10.1186/s40064-016-3367-y. PubMed PMID: 27733987; PubMed Central PMCID: PMC5042915.
  30. Morais E, Santos AC, Mouraz A. Validation and proposal of a short version of the Motivated Strategies for Learning Questionnaire (MSLQ) for Portuguese adolescent students. Front Educ. 2025;10:1445548. doi: 10.3389/feduc.2025.1445548.
  31. Weinstein CE, Palmer DR, Schulte AC. Learning and Study Strategies Inventory (LASSI): User’s Manual. 2nd ed. Clearwater (FL): H&H Publishing Company; 1987.
  32. Zimmerman W, Kulikowich J. Online Learning Self-Efficacy in Students With and Without Online Learning Experience. Am J Distance Educ. 2016;30:180-91. doi: 10.1080/08923647.2016.1193801.
  33. Jongen C, McCalman J, Bainbridge R. Health workforce cultural competency interventions: a systematic scoping review. BMC Health Serv Res. 2018;18(1):232. doi: 10.1186/s12913-018-3001-5. PubMed PMID: 29609614; PubMed Central PMCID: PMC5879833.
  34. Sajadi Monazah H, Mohammadi Soliemani MR, Jahan F. Investigating the Factor Structure and Validation of the Multidimensional Scale of Acceptance of Collective Violence Among Teenagers: An Exploratory and Confirmatory Factor Analysis. Iran J Psychiatry Behav Sci. 2024;18(2):e137999. doi: 10.5812/ijpbs-137999.
  35. Sanjari S, Kamali A, AmirFakhraei A, Mohammadi Soleimani MR, Karimi Afshar E. Construction and validation of a self-report violence scale in Iranian women. Fundamentals of Mental Health. 2021;23(3):181-9. doi: 10.22038/jfmh.2021.18583.
  36. Katayoun Alidousti Ali Hosseini Nasab SS, Mohammad Reza Mohammadi Soleimani. An investigation into the effects of COVID-19 vaccines on Iranian women’s menstrual cycle. Ital J Gynaecol Obstet. 2023;36(1):81-9. doi: 10.36129/jog.2023.113.
  37. Gomes M, Monteiro V, Mata L, Peixoto F, Santos N, Sanches C. The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children. Psicologia: Reflexão e Crítica. 2019;32(1):8. doi: 10.1186/s41155-019-0124-5.
  38. Beaton DE, Bombardier C, Guillemin F, Ferraz MB. Guidelines for the process of cross-cultural adaptation of self-report measures. Spine (Phila Pa 1976). 2000;25(24):3186-91. doi: 10.1097/00007632-200012150-00014. PubMed PMID: 11124735.
  39. Jalali A, Naghibzadeh A, Mohammadi MM, Rahmani S, Moradi P, Taghvostani NM, Moradi K. Translation and psychometric evaluation of the Persian version of the learning behavior questionnaire among undergraduate nursing students. BMC Med Educ. 2025;25(1):1230. doi: 10.1186/s12909-025-07867-4. PubMed PMID: 40886000; PubMed Central PMCID: PMC12398173.
  40. Torabi B, Amirfakhraei A, Gazaki PR, Soleimani MRM. Predicting the Psychological well-being of Working Children Based on Work Anxiety, School Anxiety and Hope for Education in Bandar Abbas. JPEN. 2023;9(4):44-51. doi: 10.22034/JPEN.9.4.44. [In Persian]
  41. Karimian Z, Chahartangi F. Development and validation of a questionnaire to measure educational agility: a psychometric assessment using exploratory factor analysis. BMC Med Educ. 2024;24(1):1284. doi: 10.1186/s12909-024-06307-z.
  42. Yeganeh H, Parvaresh H, Dehghani Ghanataghestani M, Mohammadi Soleimani M. Validation of the HSE Assessment Tools in the Kerman Province Steel Industry Complex: A Case Study. SJSPH. 2023;20 (4):423-34. [In Persian]
  43. Tavakol M, Dennick R. Making sense of Cronbach's alpha. Int J Med Educ. 2011;2:53-55. doi: 10.5116/ijme.4dfb.8dfd. PubMed PMID: 28029643; PubMed Central PMCID: PMC4205511.
  44. Aristovnik A, Karampelas K, Umek L, Ravšelj D. Impact of the COVID-19 pandemic on online learning in higher education: a bibliometric analysis. Front Educ. 2023;8(1). doi: 10.3389/feduc.2023.1225834.
  45. Singh J, Steele K, Singh L. Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. J Educ Technol Syst. 2021;50(2):140-71. doi: 10.1177/00472395211047865.
  46. Dai J, Azhar A. Collaborative governance in disaster management and sustainable development. Public Adm Dev. 2024;44(4):358-80. doi: doi.org/10.1002/pad.2071.
  47. Khojasteh L, Karimian Z, Farahmandi AY, Nasiri E, Salehi N. E-content development of English language courses during COVID-19: a comprehensive analysis of students’ satisfaction. J Comput Educ. 2023;10(1):107-33. doi: 10.1007/s40692-022-00224-0.
  48. Bandura A. Self-Efficacy in Changing Societies. New York: Cambridge University Press; 1995.
  49. Huang J, Cai Y, Lv Z, Huang Y, Zheng XL. Toward self-regulated learning: effects of different types of data-driven feedback on pupils' mathematics word problem-solving performance. Front Psychol. 2024;15:1356852. doi: 10.3389/fpsyg.2024.1356852. PubMed PMID: 39411557; PubMed Central PMCID: MCPMC11473304.
  50. Yavuzalp N, Bahcivan E. A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. RPTEL. 2021;16(1):15. doi: 10.1186/s41039-021-00162-y.
  51. Morosanova VI, Bondarenko IN, Fomina TG. Conscious Self-regulation, Motivational Factors, and Personality Traits as Predictors of Students' Academic Performance: A Linear Empirical Model. Psychol Russ. 2022;15(4):170-187. doi: 10.11621/pir.2022.0411. PubMed PMID: 36761715; PubMed Central PMCID: PMC9903235.
  52. Vohs KD, Schmeichel BJ. Self-regulation and the extended now: controlling the self alters the subjective experience of time. J Pers Soc Psychol. 2003;85(2):217-30. doi: 10.1037/0022-3514.85.2.217. PubMed PMID: 12916566.
  53. Opdenakker MC. Developments in early adolescents' self-regulation: The importance of teachers' supportive vs. undermining behavior. Front Psychol. 2022;13:1021904. doi: 10.3389/fpsyg.2022.1021904. PubMed PMID: 36506985; PubMed Central PMCID: PMC9728101.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 16, Issue 3 - Serial Number 62
September 2025
Pages 269-283

Files

History

  • Receive Date: 07 June 2025
  • Revise Date: 09 July 2025
  • Accept Date: 26 August 2025
  • Publish Date: 01 September 2025

Share

How to cite

Statistics