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ERIC Number: EJ1105485
Record Type: Journal
Publication Date: 2016-Jul
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2211-1662
The Development of a Self-Regulation in a Collaborative Context Scale
Law, Victor; Ge, Xun; Eseryel, Deniz
Technology, Knowledge and Learning, v21 n2 p243-253 Jul 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A