The cultural adaption and validation of the Self-Regulated Learning Perception Scale (SRLPS) and the development of its short version in Chinese medical students

Abstract

Background

Self-regulated learning (SRL) is a pivotal skill in the digital era, closely correlating to academic performance and professional development, particularly within medicine, where rapid advancements in knowledge and technology demand continuous learning. The Self-Regulated Learning Perception Scale (SRLPS), validated for reliability and validity, is a critical tool for assessing SRL among medical students. However, its application in Chinese medical education remains largely unexplored. This study aims to adapt the SRLPS for Chinese medical students and to develop a concise version to reduce participant burden and enhance the scale’s practicality and generalizability.

Methods

Two stages of surveys were conducted. In Stage 1, SRLPS was translated into Chinese through forward translation, back translation, and review and then was administered to 339 medical students. To assess the internal reliability and construct validity of the Chinese version of SRLPS, we calculated Cronbach’s α values and conducted Confirmatory Factor Analysis (CFA), respectively. According to psychometric performance, some items were removed to create a short version of SRLPS (SRLPS-S). In Stage 2, the SRLPS-S was administered to 736 medical students to verify its reliability and construct validity using Cronbach’s α and CFA. Wilcoxon rank-sum tests were used to examine the associations between self-regulated learning perceptions and personal and household characteristics, including gender, maternal education level, and annual household income.

Results

The Chinese SRLPS demonstrated acceptable internal consistency reliability and construct validity, although the elevated Cronbach’s α indicated possible item redundancy. The SRLPS-S exhibited satisfactory internal consistency reliability and construct validity, confirming the four-domain structure of the original SRLPS. Wilcoxon Rank-sum test showed students’ self-regulated learning positively linked to higher maternal education levels, higher annual household income, and male gender.

Conclusion

The Chinese SRLPS and its short version are reliable and valid for assessing self-regulated learning. These scales can assist educators in identifying students who might require additional support in their learning strategies and can also be used for personal development. The short version is recommended for its enhanced psychometric properties and greater cost-efficiency.