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A Categorical Confirmatory Factor Analysis for Validating the Turkish Version of the Self-Directed Online Learning Scale (SDOLS-T)

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Title: A Categorical Confirmatory Factor Analysis for Validating the Turkish Version of the Self-Directed Online Learning Scale (SDOLS-T)
Language: English
Authors: Hongwei Yang, Müslim Alanoglu, Songül Karabatak, Jian Su, Kelly Bradley
Source: International Review of Research in Open and Distributed Learning. 2025 26(1):216-236.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Factor Analysis, Translation, Student Attitudes, Independent Study, Electronic Learning, Media Adaptation, Construct Validity, Sex, Prior Learning, Instructional Program Divisions, Undergraduate Students, Access to Internet
Geographic Terms: Turkey
ISSN: 1492-3831
Abstract: This study developed and validated the Turkish version of the Self-Directed Online Learning Scale (SDOLS-T) for assessing students' perceptions of their self-directed learning (SDL) ability in an online environment. Specifically, this study conducted in two stages multiple categorical confirmatory factor analyses factoring in the ordered categorical structure of the SDOLS-T data. The data in this study came from a parent study which utilized the SDOLS-T and other instruments for data collection. From among the three competing models the literature recommends examining to explain the shared variance of items in a survey, the results at stage 1 showed that the correlated, two-factor structure, originally proposed for the SDOLS, was also the best-fit model for the SDOLS-T. At stage 2, using the best-fit model from stage 1, measurement invariance analyses were conducted to examine the extent to which SDL under the SDOLS-T was understood and measured equivalently across the groups specified by four dichotomous demographic variables: gender, network connection, online learning experience, and grade. The stage 2 results indicate the SDOLS-T reached scalar invariance at least for gender and network connection, thus allowing the comparison of latent or manifest means, or any other scores (e.g., total scores, Rasch scores), across the groups by these two demographic variables. In the end, the findings support the SDOLS-T for use in facilitating educational practice (e.g., improving instructional design), advancing scholarly literature (e.g., investigating SDL measurement and content area issues), and informing policy/decision-making (e.g., increasing retention rates and reducing dropout) in online education in Turkey.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463752
Database: ERIC
FullText Links:
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  Data: A Categorical Confirmatory Factor Analysis for Validating the Turkish Version of the Self-Directed Online Learning Scale (SDOLS-T)
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  Data: <searchLink fieldCode="AR" term="%22Hongwei+Yang%22">Hongwei Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Müslim+Alanoglu%22">Müslim Alanoglu</searchLink><br /><searchLink fieldCode="AR" term="%22Songül+Karabatak%22">Songül Karabatak</searchLink><br /><searchLink fieldCode="AR" term="%22Jian+Su%22">Jian Su</searchLink><br /><searchLink fieldCode="AR" term="%22Kelly+Bradley%22">Kelly Bradley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2025 26(1):216-236.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: This study developed and validated the Turkish version of the Self-Directed Online Learning Scale (SDOLS-T) for assessing students' perceptions of their self-directed learning (SDL) ability in an online environment. Specifically, this study conducted in two stages multiple categorical confirmatory factor analyses factoring in the ordered categorical structure of the SDOLS-T data. The data in this study came from a parent study which utilized the SDOLS-T and other instruments for data collection. From among the three competing models the literature recommends examining to explain the shared variance of items in a survey, the results at stage 1 showed that the correlated, two-factor structure, originally proposed for the SDOLS, was also the best-fit model for the SDOLS-T. At stage 2, using the best-fit model from stage 1, measurement invariance analyses were conducted to examine the extent to which SDL under the SDOLS-T was understood and measured equivalently across the groups specified by four dichotomous demographic variables: gender, network connection, online learning experience, and grade. The stage 2 results indicate the SDOLS-T reached scalar invariance at least for gender and network connection, thus allowing the comparison of latent or manifest means, or any other scores (e.g., total scores, Rasch scores), across the groups by these two demographic variables. In the end, the findings support the SDOLS-T for use in facilitating educational practice (e.g., improving instructional design), advancing scholarly literature (e.g., investigating SDL measurement and content area issues), and informing policy/decision-making (e.g., increasing retention rates and reducing dropout) in online education in Turkey.
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  Data: EJ1463752
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 216
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Factor Analysis
        Type: general
      – SubjectFull: Translation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Independent Study
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Media Adaptation
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      – SubjectFull: Construct Validity
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      – SubjectFull: Sex
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Instructional Program Divisions
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Access to Internet
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      – SubjectFull: Turkey
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    Titles:
      – TitleFull: A Categorical Confirmatory Factor Analysis for Validating the Turkish Version of the Self-Directed Online Learning Scale (SDOLS-T)
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              Y: 2025
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