The Development of a Self-regulation in a Collaborative Context Scale

被引：7

作者：

Law V. ^{[1
]}

Ge X. ^{[2
]}

Eseryel D. ^{[3
]}

机构：

[1] Program of Organization, Information, and Learning Sciences, University of New Mexico, Zimmerman Library Rm 238, MSC05 3020, 1 University of New Mexico, Albuquerque, 87131-001, NM

[2] Department of Educational Psychology, Jeannine Rainbolt College of Education, University of Oklahoma, 820 Van Vleet Oval, Collings Hall 321, Norman, 87131-0001, OK

[3] College of Education, North Carolina State University, 1890 Main Campus Dr, Raleigh, 27606, NC

来源：

Technology, Knowledge and Learning | 2016年 / 21卷 / 02期

关键词：

Collaborative learning; Exploratory factor analysis; Ill-structured problem solving; Self-regulation;

D O I：

10.1007/s10758-016-9274-z

中图分类号：

学科分类号：

摘要：

Self-regulation has been shown as a critical factor in learning in a regular classroom environment (e.g. Wolters and Pintrich in Instr Sci 26(1):27–47, 1998. doi:10.1023/A:1003035929216). However, little research has been conducted to understand self-regulation in the context of collaboration (Dinsmore et al. in Educ Psychol Rev 20(4):391–409, 2008. doi:10.1007/s10648-008-9083-6). Recently, researchers have been exploring how learners regulate themselves in collaborative problem-solving environments using qualitative methods (e.g. Chan in Metacogn Learn 7(1):63–73, 2012. doi:10.1007/s11409-012-9086-z; Lajoie and Lu in Metacogn Learn, 2011. doi:10.1007/s11409-011-9077-5). However, there is a lack of instruments to measure self-regulation in a collaborative context (SRCC). Therefore, the current study was intended to propose a new instrument to measure SRCC. One hundred and thirty-one college students from a Midwestern university completed a survey for SRCC after participating in a collaborative problem-solving task. The exploratory factor analysis yielded four factors: clarification and resolution, elaboration, refuting, and summarization. Three of the four factors were moderately correlated. The results contribute to our understanding of self-regulation in a collaborative context, which allows researchers to study this phenomenon quantitatively. © 2016, Springer Science+Business Media Dordrecht.

引用

页码：243 / 253

页数：10

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