IN THIS ARTICLE THE VALIDATION RESULTS OF THE ONLINE SELF-REGULATED LEARNING QUESTIONNAIRE (OSLQ) ARE PRESENTED. THE ADAPTATION WAS BASED ON A METHOD OF RETRANSLATION FROM THE ORIGINAL VERSION OF THE DOCUMENT AND THE SUBSEQUENT FULFILMENT OF A PILOT TEST, WITH A MULTIDISCIPLINARY SAMPLE OF 238 UNIVERSITY STUDENTS. THE RESULTS SHOW A HIGH INTERNAL CONSISTENCY OF THE SCALE, WHICH PRESENTED A 0.90 CRONBACH ALPHA VALUE, AND THEREFORE, THE SCALE IS HIGHLY RELIABLE AND CONFIRMS THE CONSTRUCTS PROPOSED BY THE AUTHORS. THROUGH THE USE OF CONFIRMATORY FACTORIAL ANALYSIS, THE INTERNAL STRUCTURE OF THE QUESTIONNAIRE WAS VERIFIED. IN CONCLUSION, THIS DOCUMENT WILL PERMIT FUTURE INVESTIGATIONS TO BE CARRIED OUT IN ORDER TO MEASURE SELF-REGULATED LEARNING IN HIGHER EDUCATION STUDENTS THAT USE EDUCATIONAL PLATFORMS, AND IT WILL SUPPORT THE DEVELOPMENT PROCESSES OF COGNITIVE, MOTIVATIONAL/EMOTIONAL AND BEHAVIOURAL ABILITIES OF THE STUDENT.

THIS STUDY EVALUATED CHILEAN UNIVERSITY STUDENTS? SATISFACTION RELATED TO THE HIGHER EDUCATION FROM A PUBLIC AND STATE UNIVERSITY. THIS IS AN ANALYTICAL CROSS-SECTIONAL STUDY, IN WHICH THE INSTRUMENT OF UNIVERSITY STUDENT SATISFACTION WITH EDUCATION (SEUE) WAS APPLIED TO 1 064 UNIVERSITY STUDENTS OF DIFFERENT CAREERS. INFERENTIAL DESCRIPTIVE STATISTICS WAS USED TO ANALYZE THE INFORMATION, WHICH WAS PROCESSED IN THE STATA 15.0 SOFTWARE USING A LEVEL OF SIGNIFICANCE ? < 0.05. THE OVERALL SATISFACTION WITH EDUCATION WAS 83 % ON THE SCALES QUITE AND VERY SATISFIED. IN NONE OF THE DIMENSIONS ASSESSED WERE DISSATISFIED SCORES FOUND. ALTHOUGH THERE ARE STATISTICALLY SIGNIFICANT DIFFERENCES (P < 0.01) IN THE LEVELS OF SATISFACTION WHEN DISAGGREGATED BY VARIABLES SUCH AS SEX, FACULTY, YEAR STUDIED AND FINANCING, UNIVERSITY STUDENT SATISFACTION IN THIS RESEARCH IS REFERRED BY STUDENTS ON THE HIGHEST SCORE SCALE. THIS WOULD BE REFLECTING THE QUALITY OF THE EDUCATIONAL PROCESSES.