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Validation of the Academic Self-Regulation Scale in a Blended Learning Environment: A Cross Sectional Study
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Maryam Bastan Pira    , Zahra Ghanbari Zarandi , Alireza Kikha , Mohammadreza Mohammadi Soleimani , Elah-Nazar Ali-Soufi , Shahrzad Sanjari * |
| Rafsanjan university of Medical Sciences , s9135052660@yahoo.com |
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Abstract: (19 Views) |
Background & aim: With the expansion of blended learning in medical education and the Ministry of Health’s requirement to conduct some classes virtually, academic self-regulation skills have gained increasing importance. This study aimed to examine the factor structure and reliability of the Academic Self-Regulation Questionnaire among nursing and midwifery students in southeastern Iran.
Methods: This cross-sectional descriptive study with a psychometric approach was conducted during the 2024–2025 academic year. The target population consisted of nursing and midwifery students from the universities of medical sciences in Kerman and Sistan & Baluchestan provinces. A total of 1,040 students were included in four groups: 150 for concurrent validity, 500 for exploratory factor analysis, 250 for confirmatory factor analysis, and 150 for test–retest reliability. The main instrument was the Academic Self-Regulation Questionnaire by Akhtar & Mahmoud, and for concurrent validity, the Gomez et al. self-regulation questionnaire was used. The questionnaire was culturally adapted using forward–backward translation, and content validity, construct validity, concurrent validity, Cronbach’s alpha, and test–retest reliability were confirmed. Statistical analyses included Pearson correlation, exploratory and confirmatory factor analyses, Cronbach’s alpha, Spearman–Brown coefficient, and test–retest reliability.
Results: Content validity was confirmed by experts, with the Content Validity Ratio ranging from 0.80 to 1.0 and the Content Validity Index between 0.83 and 0.93. Exploratory factor analysis extracted five main factors, explaining 61.33% of the total variance. Confirmatory factor analysis indicated good fit for the five-factor model. The correlation between the Academic Self-Regulation Questionnaire and Gomez’s questionnaire was 0.76, demonstrating acceptable concurrent validity (p < 0.01). Cronbach’s alpha for the total scale was 0.92 and ranged from 0.81 to 0.93 across dimensions. Additionally, both the Spearman–Brown coefficient and test–retest reliability was satisfactory (≥ 0.70), indicating stable reliability.
Conclusion: The validated Academic Self-Regulation Scale by Akhtar & Mahmoud demonstrates a stable factor structure and satisfactory reliability among nursing and midwifery students in southeastern Iran, and it is recommended for assessing academic self-regulation in blended learning environments. |
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| Keywords: Self-regulation, Students, Factor analysis, Questionnaire, Iran |
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Type of Study: Research |
Subject:
Special
Received: 2025/06/9 | Accepted: 2025/10/20 | Published: 2025/12/6
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