Turkish Adaptation of a Scale to Measure Three Modes of Motivational Regulation Strategies: Self-, Co-, and Socially Shared Regulation of Motivation for Collaborative Activity

Year 2022, Volume: 6 Issue: Special Issue, 27 - 37, 30.04.2022

Nilüfer Atman Uslu Hatice Yıldız Durak

https://doi.org/10.54535/rep.1014296

Cited By: 2

Abstract

In this study, the scale of “Assess Self-regulation, Co-regulation, and Socially Shared Regulation of Intrinsic Motivation for Collaborative Activity (SCSRM)” developed by Ito and Umemoto (2021) was adapted into Turkish, and it was aimed to perform the validity and reliability studies of the scale. The original scale consists of 7 Likert and 15 items. The purpose of the scale was to identify experiences related to group activities in school tasks and to examine how intrinsic motivation affects the three modes of regulation. This research was carried out on 215 university students, who had completed group activities and learning tasks, using a purposive and convenient sampling method. The scale adaptation stages were followed in the study. At the last stage, the validity and reliability of the scale were calculated. In the analysis of the data collected in the study, various analyzes were used for the validity and reliability studies of the scale. As a result of the research, a valid and reliable scale that can be used to determine experiences related to group activities and to examine how intrinsic motivation affects the three regulation modes has been brought to the literature.

Keywords

Regulation, Collaborative learning, Intrinsic Motivation, Motivational Regulation Strategies, University students

References

• Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210.
• Büyüköztürk, Ş. (2004). Veri analizi el kitabı [Data analysis handbook]. Pegem A Yayıncılık, Ankara.
• Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York: Routledge.
• Hadwin, A., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 83–106). Routledge/Taylor & Francis Group.
• Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice-Hall (Upper Saddle River, NJ).
• Hu L. T., & Bentler P. M. (1999). Cut off criteria for fit ındexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55
• Ito, T., & Umemoto, T. (2021). Self‐regulation, co‐regulation, and socially shared regulation of motivation for collaborative activity: comparison between university students and working adults 1. Japanese Psychological Research.
• Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11-24.
• Järvelä, S., Järvenoja, H., & Veermans, M. (2008). Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(2), 122-135.
• Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.
• Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.
• Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., ... & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational Technology Research and Development, 63(1), 125-142.
• Järvelä, S., Järvenoja, H., & Malmberg, J. (2019). Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning. International Journal of Computer-Supported Collaborative Learning, 14(4), 425-441.
• Järvenoja, H., Järvelä, S., & Malmberg, J. (2020). Supporting groups’ emotion and motivation regulation during collaborative learning. Learning and Instruction, 70, 101090.
• Jeong, H., Hmelo-Silver, C. E., & Jo, K. (2019). Ten years of computer-supported collaborative learning: A meta-analysis of CSCL in STEM education during 2005–2014. Educational research review, 28, 100284.
• Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling (3rd ed.). New York: The Guilford Press.
• Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences, 31, 486-490.
• Lai, C. L. (2021). Effects of the group‐regulation promotion approach on students’ individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks. British Journal of Educational Technology, 52(6), 2278-2298.
• McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137–146.
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation (pp. 452–502). Cambridge, MA: Academic Press.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
• Sarıtepeci, M., & Durak, H. (2016). Bilgi teknolojilerinin temelleri ünitesinin işlenmesinde dijital hikâye anlatımı kullanımının öğrenen motivasyonuna etkisi [Digital storytelling effect on students' motivation in subject of information technologies fundamentals]. Journal of Research in Education and Teaching, 5, 258-265.
• Sarıtepeci, M., & Yıldız, H. (2014). Harmanlanmış öğrenme ortamlarının öğrencilerin derse katılım ve derse karşı motivasyonları üzerine etkisinin incelenmesi [The effect of blended learning environments on students' engagement to course and motivation toward the course]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Ahi Evran University Journal of Kırşehir Education Faculty], 15(1), 207-223.
• Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and self-regulated learning: Theory, research, and applications. New York: Lawrence Erlbaum Associates.
• Serrano-Cámara, L. M., Paredes-Velasco, M., Alcover, C. M., & Velazquez-Iturbide, J. Á. (2014). An evaluation of students’ motivation in computer-supported collaborative learning of programming concepts. Computers in Human Behavior, 31, 499-508.
• Stahl, G., & Hakkarainen, K. (2021). Theories of CSCL. In International handbook of computer-supported collaborative learning (pp. 23-43). Springer, Cham.
• Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar [Structural equation models: Basic concepts and sample applications]. Türk Psikoloji Yazıları [Turkish Psychology Articles], 3(6), 49-73.
• Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş; temel ilkeler ve LİSREL uygulamaları [Introduction to structural equation modeling; basic principles and LISREL applications]. Ankara: Ekinoks Yayıncılık.
• Tateno, Y., Nakahara, J., Kimura, M., Yasuda, E., Yoshimura, H., Tanaka, S., … Mizokami, S. (2016). Effect of undergraduate students’ learning behavior and fulfillment on proactive behavior at work. Japan Journal of Educational Technology, 40, 1–11.
• Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 19–35). Routledge/Taylor & Francis Group.
• Volet, S., & Summers, M. (2013). Interpersonal regulation in collaborative learning activities: Reflections on emerging research methodologies. In S. Volet, & M. Vauras (Eds.). Interpersonal regulation of learning and motivation: Methodological advances (pp.204–220). Abingdon: Routledge
• Winne, P. H., Hadwin, A. F., & Gress, C. (2010). The learning kit project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior, 26(5), 787-793.
• Zheng, L. (2017). Analysis of co-regulation behavioral patterns by cluster and sequential analysis in CSCL. In Knowledge building and regulation in computer-supported collaborative learning (pp. 49-63). Springer, Singapore.
• Zheng, L., & Yu, J. (2016). Exploring the behavioral patterns of co-regulation in mobile computer-supported collaborative learning. Smart Learning Environments, 3(1), 1–20.
• Zimmerman, B. (2011). Handbook of self-regulation of learning and performance. Routle