The Development of a Self-regulation in a Collaborative Context Scale
The Development of a Self-regulation in a Collaborative Context Scale
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协作环境中自我调节量表的发展
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Deniz Eseryel
中科院分区：
文献类型：
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作者：
Victor Law;Xun Ge;Deniz Eseryel
自我监控已被证明是在常规课堂环境中学习的关键因素(例如，沃尔特斯和平特里奇在Instr Sci26(1)：27-47,1998。DOI：10.1023/A：1003035929216)然而，很少有研究在合作的背景下理解自我调节(Dinsmore等人。载于教育心理学修订版20(4)：391-409,2008年。DOI：10.1007/s106480089083-6)。最近，研究人员一直在探索学习者如何在协作解决问题的环境中使用定性方法来调节自己(例如，Chan in Metacogn Learn7(1)：63-73,2012)。DOI：10.1007/s11409-012-9086-z；Lajoie和Lu在Metacogn学习，2011年。DOI：10.1007/s11409-0119077-5)。然而，缺乏衡量合作背景下的自律的工具(SRCC)。因此，本研究旨在提出一种新的测量SRCC的工具。来自中西部一所大学的131名大学生在参与了一项协作解决问题的任务后，完成了一项针对SRCC的调查。探索性因素分析得到四个因素：澄清和解决、阐述、驳斥和总结。四个因素中有三个是中度相关的。这些结果有助于我们理解协作环境中的自我调节，这使得研究人员能够定量地研究这一现象。
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.