Abstract:

Within self-regulated learning (SRL), goal setting is regarded as a core process that guides planning, monitoring, strategy use, and self-evaluation. Measuring goal-related processes is therefore essential for understanding learning processes, predicting academic performance, evaluating educational interventions, and designing effective learning environments. Among the most widely used instruments for assessing these processes are the Motivated Strategies for Learning Questionnaire (MSLQ) and the Online Self-Regulated Learning Questionnaire (OSLQ).
While both instruments assess goal-related constructs, they were developed for different learning contexts — the MSLQ for traditional classroom settings and the OSLQ for digital learning environments — and capture overlapping yet complementary aspects of goal setting and regulation. As technology-enhanced learning becomes increasingly prevalent, there is a growing need for instruments that assess goal-related processes in these environments. However, achieving such comprehensive assessment currently requires administering multiple instruments or accepting only partial coverage. This underscores the need for a unified measurement tool.
Addressing this need, the present study aims to identify and integrate key goal-related constructs from the MSLQ and OSLQ through empirical validation and structural modeling of data collected from an online course, thereby developing a refined measurement instrument for assessing goal-related processes in technology-enhanced learning environments. The resulting measurement model reflects the motivational, cognitive, and behavioral processes through which learners formulate, pursue, monitor, adapt, and evaluate goals.
The proposed instrument provides a comprehensive assessment of goal-related processes while reducing the need to administer multiple questionnaires. By bringing these components together within a unified framework, the study offers a theoretically coherent measurement model with demonstrated structural validity and psychometric robustness, thereby advancing the assessment of the goal-related processes that support goal-directed learning in digital learning environments.

Keywords:

Self-regulated learning, goal setting, MSLQ, OSLQ, questionnaire, online learning, assessment.