The LPI is a kind of self-report scale. Gordon et al. (2007) argued that if a learner scored high on the LPI, it meant that he/she had a high level
of self-regulated learning in the learning process. This research conducted the pre-test of the LPI and the post-test of the LPI on participating
students. The pre-test of the LPI was conducted before the research. During the pre-test, students were asked to answer items according to
how they had learned in the ‘Science and Technology’ course before. After the research, the post-test of the LPI was conducted and students
were asked to answer items according tohow they had learned during the research period. This research takes the pre-test scores of the LPI as
an indication of how learners used self-regulatory learning behaviors to perform self-regulated learning prior to their participation in this
research. The post-test scores of the LPI are taken as an indication of how learners used self-regulatory learning behaviors to perform selfregulated
learning during this research. The differences between the pre-test and post-test scores of the LPI show how the design of the e-
Learning environment in this research influences theway learners use self-regulatory learning behaviors to perform self-regulated learning.
Gordon et al. (2007) found that the reliability of each sub-scale of the LPI was between 0.63 and 0.80. This research gave the LPI to
seventh-grade students in a junior high school in Taiwan, obtaining a Cronbach’s a of each sub-scale as follows: self-monitoring : 0.930, deep
strategy use: 0.925, shallow processing: 0.847, persistence: 0.671, and environmental structuring: 0.733.