Learning does not happen immediately; it takes time and effort. Thus, patience is a virtue required for any type of successful learning. Given the increasing prevalence of online learning, understanding students’ patience is necessary to devise ways to sustain it. In this study, we define online learning patience as the ability to steadily continue studying or practicing in the online learning environments, even when it becomes difficult or takes a long time. The present study aimed to develop and validate a new instrument, the Student Online Learning Patience Scale (SOLPS), using a cross-sectional research design. The study participants, distributed across four distinct groups: Exploratory (n = 250 students), Confirmatory (n = 266 students), Validity for Impulsivity and Test-anxiety (n = 486 students), and Validity for Self-control (n = 232 students). The items in the scale were based on the literature and analysis of interviews with students. The scale structure was examined through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and reliability and validity were tested. The final SOLPS consists of 10 items with one dimension and can be used to create teaching methods and strategies that increase students’ online learning patience.

学习不会立即发生；这需要时间和精力。因此，耐心是任何类型的成功学习所必需的美德。鉴于在线学习的日益普及，了解学生的耐心对于设计维持耐心的方法是必要的。在这项研究中，我们将在线学习耐心定义为在在线学习环境中稳定地继续学习或练习的能力，即使它变得困难或需要很长时间。本研究旨在使用横断面研究设计来开发和验证一种新工具，即学生在线学习耐心量表（SOLPS）。研究参与者分布在四个不同的组中：探索性组（n  = 250 名学生）、确认性组（n  = 266 名学生）、冲动和考试焦虑的有效性组（n  = 486 名学生）和自我控制的有效性组（n  = 232 名学生）学生）。量表中的项目基于文献和对学生访谈的分析。通过探索性因子分析（EFA）和验证性因子分析（CFA）检查量表结构，并检验信度和效度。最终的SOLPS由10个一维的项目组成，可用于创建提高学生在线学习耐心的教学方法和策略。