Factor structure and validity of Gomez and colleagues’ electronic self-regulation questionnaire among high school students

Introduction: Self-regulation is an essential skill for students affected by the COVID-19 pandemic. This study aimed to investigate the factorial structure and validity of Gomez and colleagues’ electronic self-regulation questionnaire among high school students.  Materials and Methods: The statistical population of this cross-sectional study consisted of all high school students in Tehran, Iran, in the academic year 2021-2022. To assess concurrent validity, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and reliability, 100, 350, 250, and 40 students were selected, respectively. They filled the Gomez and colleagues’ self-regulation questionnaire and the Magno’s academic self-regulation questionnaire. The self-regulation questionnaire underwent a rigorous translation and validation process, ensuring conceptual equivalence. Validity was assessed using the Content Validity Ratio (CVR) and Content Validity Index (CVI). At the same time, reliability was confirmed through Cronbach’s alpha, split-half reliability, Average Variance Extracted (AVE), and Composite Reliability (CR). Data analyzed using SPSS 22 and LISREL 8, descriptive statistics, Pearson correlation, EFA, and CFA.  Results: Validation of self-regulation questionnaire demonstrated strong content validity (CVR: 64%-87%, CVI: 0.73) and significant concurrent validity with Magno’s questionnaire (r= 0.68, P= 0.01). EFA revealed a four-factor structure explaining 61.70% of the variance, confirmed by CFA (Root Mean Square Error of Approximation (RMSEA)= 0.033). High reliability was evident with Cronbach’s alpha (0.84-0.86) and split-half coefficients (0.71, 0.72), supported by AVE (0.521-0.556) and CR (0.902-0.918), indicating robust internal consistency.  Conclusion: The Gomez and colleagues’ self-regulation questionnaire is a valid and reliable tool for measuring self-regulation among high school students.