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Purpose: This study aims to develop preliminary items for creating a self-regulated learning scale in a digital learning environment for upper-grade elementary school students. Method: The research involves analyzing prior studies on digital learning and self-regulated learning. Surveys and interviews with upper-grade elementary students were conducted to define and identify factors in self-regulated learning in their digital learning experiences. Preliminary items were then selected and validated for content. Results: Self-regulated learning in a digital environment is defined as the process where students use digital tools to support their learning, become aware of their learning situations, and independently regulate various aspects of their learning. The self-regulated learning measurement tool consists of five areas with 32 preliminary items. Conclusion: This study attempts to reframe the traditional concept of self-regulated learning within the context of a digital learning environment. It focuses on developing a scale for self-regulated learning applicable to younger learners.
Lee et al. (2024) studied this question.