Self-regulated online learning (SOL) is the self-regulation of students who study independently in online learning. Jansen et al. (2016) show that self-regulated online learning (SOL) has five dimensions or factors: 1) metacognitive skills, 2) time management, 3) environmental structuring, 4) persistence, and 5) help-seeking. SOL is a new instrument that measures students' self-regulation in online learning. However, this instrument has yet to be adapted to Indonesian culture. Therefore, an adaptation process is needed in the context of Indonesian culture. This study aims to determine the validation of SOL in Indonesia's context and culture. The adaptation process was carried out following the guidelines of Beaton et al. (2000). Data were collected from 780 students in Vocational High Schools (VHS) majoring in automation and office management program (AOMP) in Central Java, Indonesia, selected by accidental sampling. Data analysis used Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), assisted by SPSS 23.0 and LISREL 8.80. The results show that the construct of the SOL adaptation instrument needs to be validated and more reliable. Thus, this instrument does not meet the principle of convergent validity.
Ismiyati et al. (2026) studied this question.