Spanish Validation of the Self-Regulation for Learning Online (SRL-O) Questionnaire for University Students / Validación española del Cuestionario de Estrategias de Aprendizaje Autorregulado en entornos de aprendizaje online (SRL-O) para estudiantes universitarios

As online learning becomes increasingly prevalent, understanding how students regulate their learning in digital contexts is crucial. This study validated the Spanish version of the Self-Regulation for Learning Online (SRL-O) questionnaire, originally developed in English to assess motivational beliefs and learning strategies in online and blended learning. A total of 1,880 university students from a fully online Spanish institution completed the 44-item SRL-O, which measures 10 factors: online self-efficacy, intrinsic and extrinsic motivation, negative achievement emotion, planning and time management, metacognition, study environment, effort regulation, social support, and task strategies. Two higher-order factors (i.e., motivational beliefs and learning strategies) were also identified. Confirmatory factor analysis and exploratory SEM on two random subsamples ( n = 940 each) provided adequate support for the original structure, requiring only a small number of residual covariances to achieve acceptable fit ( CFI ⩾ .90, RMSEA ⩽ .05). Reliability was good to excellent for nearly all subscales (McDonald’s omega). The SRL-O shows conceptual and psychometric robustness in Spanish and offers a practical tool for identifying students at risk of poor academic outcomes and promoting self-regulated learning in online education.