Measurement Invariance of the Regulation of Learning Questionnaire for Chinese and Canadian Undergraduate Students' Self-Regulated Learning

• In Event: Environment, Achievement, and Self-Regulated Learning: A Discussion

Abstract

To date there is a paucity of cross-cultural studies of SRL research, and thus, this study examined and compared Chinese international and Canadian domestic students’ self-reported engagement in SRL processes and their academic performance. Particularly, we investigated the psychometric properties of the Regulation of Learning Questionnaire (RLQ) designed to capture SRL as dynamic processes unfolding over time for Chinese and Canadian groups. Our findings supported configural and metric invariances across Chinese and Canadian groups. Based on the evidence of partial scalar invariance, we also identified single items that contributed to scalar non-invariance. This study demonstrated the significance of examining the measurement invariance across cultures, which warrants comparability in cross-cultural (group) comparisons.

Authors

• Meng Qi Wu, University of Victoria

• Allyson F. Hadwin, University of Victoria

• Stuart MacDonald, University of Victoria