The Self-Regulation for Learning Online (SRL-O) questionnaire

Online self-efficacy measures the student’s perceived abilities and belief of academic success in online courses. This scale contains four items. A high score indicates high confidence in mastering class material.

Online intrinsic motivation is a measure of the reasons why a learner wants to engage with their learning. In particular, whether the learner perceives themselves to be participating in a task for reasons such as interest, challenge, curiosity, enjoyment and mastery. This scale contains five items. A high score indicates engagement in the task for the sake of learning and not only as a means to an end (such as a grade).

Online extrinsic motivation is a measure of the reasons why a learner wants to engage with their learning. In particular, whether the learner perceives themselves to be participating in a task for reasons such as grades, rewards, performance, evaluation by others, and competition. This scale contains three items. A high score indicates engagement in the task as a means to an end (such as a grade).

This measure includes both negative activating emotions (such as anxiety and shame), as well as negative deactivating emotions (such as hopelessness and boredom). Negative deactivating emotions can have a detrimental impact on motivation, mental processing and increase worry and mental distraction. Negative activating emotions may prompt effort but may also reduce intrinsic motivation and increase ridged strategy use. This scale contains five items. A high score on this measure indicates a high level of negative achievement emotion.

Online planning and time management is about structuring one's efforts and time toward online study. This involves scheduling, planning and setting goals. This scale contains five items. A high score indicates more planning and time management strategies.

Contains metacognitive planning, monitoring, and evaluating. Online metacognitive planning includes goal setting and task analysis, which makes organising and comprehending material easier. Online metacognitive monitoring includes reflecting, questioning and self-testing as one studies. Online metacognitive evaluating is adjusting and correcting one's cognitive activities and behaviours in response to one's own evaluation of performance during the task. This scale contains five items. A high score means that one is metacognitively aware while studying.

Involves having a study space that is quiet and distraction-free. This scale contains three items. A high score indicates learners can manage their study environment.

Online effort regulation is the ability to persist even when the task is uninteresting, there are distractions, or there are more interesting things to do. It requires the learner to be committed to their study goals, control their efforts and implement a range of strategies to do so. This scale contains four items. A high score means that the learner tries hard and exerts effort during online studying

This scale refers to the learner's willingness to seek help from and collaborate with peers and teachers and through the internet. This scale contains five items. A high score indicates greater seek help and collaboration with others

Task strategies include strategies that help the learner integrate and connect new information with prior knowledge, select appropriate information and also construct connections among the information to be learned, and apply previous knowledge to new situations. This scale contains five items. A high score on this measure indicates higher task strategy use.