Researchers see self-regulated learning (SRL) as a fundamental skill for succeeding in massive open online courses (MOOCs). However, there is no sufficient evidence of adequate functioning of SRL dimensions such as environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation in the MOOC environment. This study fills the gap in understanding the structure of SRL skills utilising the Online Self-Regulated Learning Questionnaire (OSLQ). The construct-related validity of the OSLQ is evaluated based on self-reported survey responses of 913 Russian MOOC learners with confirmatory factor analysis and criterion-related validity is checked with independent samples t-tests comparison. The results show that the original six-factor hierarchical model does not fit the data adequately. The evidence implies that the dimension ‘help-seeking’ is not effective in the MOOC environment. Therefore, a redefined five-factor hierarchical model of the OSLQ is suggested.

研究人员将自我调节学习 (SRL) 视为在大规模开放在线课程 (MOOC) 中取得成功的一项基本技能。然而，没有足够的证据表明 SRL 维度（如环境结构、目标设定、时间管理、寻求帮助、任务策略和自我评估）在 MOOC 环境中的充分发挥作用。这项研究填补了利用在线自我调节学习问卷 (OSLQ) 理解 SRL 技能结构的空白。OSLQ 的结构相关效度基于 913 名俄罗斯 MOOC 学习者的自我报告调查响应进行评估，并进行验证性因素分析，并通过独立样本 t 检验比较检查标准相关效度。结果表明，原始的六因素层次模型不能充分拟合数据。证据表明，“求助”维度在 MOOC 环境中无效。因此，建议重新定义 OSLQ 的五因素层次模型。