The Journal of Medical Education and Development

Introduction: self-regulation is an important construct in motivation through which the students regulate their learning meta-cognition. Self-regulation is one of the most important predictive factors of academic achievement. Therefore evaluating academic self-regulation in learners is critical. The aim of this study was to develop validity and to determine the factors structure a self-regulation scale.

Methods: We validated the 34-items of Hong and O’Neil self-regulation scale. The scale consisted of four factors: effort, self-checking, self-efficacy, and planning. The score was translated, back translated and checked by several experts. 336 medical students were chosen through multiple steps random sampling and completed the questionnaire. We analyzed the data using SPSS and LISREL software using exploratory and confirmatory factor analysis methods.

Results: Principle component analysis revealed that self-regulation scale consists of four factors. The scale accounted for %55 of variance. Confirmatory factor analysis showed that all of the factors confirmed with data.

Conclusion: This scale is a valid and reliable instrument in assessing Iranian students’, especially medical students’, self-regulation.