Development of a Self-Regulation in a Social Context Scale in a Collaborative Problem-Solving Environment

• In Event: 29.088 - Measurement and Assessment With Technologies for Learning

Abstract

Self-regulation has been shown a crucial factor in learning in a regular classroom environment. Recently, researchers of self-regulation have explored how learners regulate themselves in collaborative problem-solving environments. Studies of self-regulation in collaborative contexts have been conducted qualitatively; however, we lack an instrument to measure self-regulation in a collaborative context (SRCC). This study proposes a new instrument to measure SRCC. 131 college students from a mid-western university participated in a collaborative problem-solving task then completed a survey for SRCC. Our exploratory factor analysis yielded four factors: clarification and resolution, elaboration, refuting, and summarization. The results contribute to the understanding of self-regulation in a collaborative context, which will allow researchers to study this phenomenon quantitatively.

Authors

• Victor Law, University of New Mexico

• Xun Ge, University of Oklahoma

• Deniz Eseryel, North Carolina State University