The Validity and Reliability of the Group Regulation Scale Turkish Form: A Study with the Rasch Model

Abstract

In this study, the group regulation scale was adapted to Turkish and validity was checked using Rasch Model. The original scale was created by adapting the form developed by Papamitsiou and Economides (2019) by Lai (2021). The scale used in this study was adapted into Turkish by the researchers with permission from Lai (2021). The original scale consists of 12 items scored on a five-point Likert type scale and 4 sub-dimensions (effort regulation, goal expectancy, help seeking and time management). This research was carried out on 170 university students based on voluntary participation using purposive sampling method. Rasch analysis was used for analyzing data in order to examine validity and reliability of the scores. According to the Rasch analysis results, it was concluded that the group regulation scale is a unidimensional measure of group regulation among university students.

Keywords

• Group Regulation
• Rasch model
• Regulation
• University students

References

1. Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43(4), 561-573.
2. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.
3. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71-81). New York: Academic Press.
4. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
5. Chan, C. K. (2012). Co-regulation of learning in computer-supported collaborative learning environments: A discussion. Metacognition and Learning, 7(1), 63-73.
6. Durak, H. Y. (2019). Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. Journal of Computing in Higher Education, 31(1), 173-209.
7. Durak, H. Y. (2020). Modeling different variables in learning basic concepts of programming in flipped classrooms. Journal of Educational Computing Research, 58(1), 160-199.
8. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: Mc Graw Hill.

9. Hadwin, A., Järvelä, S., & Miller., M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning.” In Handbook of Self-Regulation of Learning and Performance, edited by B. Zimmerman, and D. Schunk, 65–84. New York: Routledge.
10. Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Sage: California
11. Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and psychological measurement, 71(4), 617-637.
12. 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. Japanese Psychological Research. https://doi.org/10.1111/jpr.12337
13. Kwon, K., Liu, Y. H., & Johnson, L. P. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185-200.
14. 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. https://doi.org/10.1111/bjet.13138
15. Lin, J. W., & Tsai, C. W. (2016). The impact of an online project-based learning environment with group awareness support on students with different self-regulation levels: An extended-period experiment. Computers & Education, 99, 28–38.
16. Linacre, J. M. (2002). A user’s guide to Winsteps: Rasch model computer programs. Chicago, IL: MESA Press.
17. Linacre, J. M. (2021). Winsteps® _Rasch measurement computer program (version 4.7.3). Oregon: Beaverton. Winsteps.com.
18. Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 5, 741-749.
19. Papamitsiou, Z., & Economides, A. A. (2019). Exploring autonomous learning capacity from a self-regulated learning perspective using learning analytics. British Journal of Educational Technology, 50(6), 3138–3155.
20. 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. 451–502). Academic Press. https://doi.org/10.1016/b978-012109890-2/50043-3
21. Quackenbush, M., & Bol, L. (2020). Teacher support of co-and socially-shared regulation of learning in middle school mathematics classrooms. Frontiers in Education, 5, https://doi.org/10.3389/feduc.2020.580543
22. Saab, N. (2012). Team regulation, regulation of social activities or co-regulation: Different labels for effective regulation of learning in CSCL. Metacognition and Learning, 7(1), 1-6.
23. Sarıtepeci, M., & Yıldız, H. (2014). Harmanlanmış öğrenme ortamlarının öğrencilerin derse katılım ve derse karşı motivasyonları üzerine etkisinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), 207-223.
24. Uslu, N. A., & Yildiz Durak, H. (2022). Predicting learner autonomy status in collaborative learning: The role of group metacognition, self-, co-, and socially shared of regulation of motivation. Learning and Motivation, 78, 101804.
25. Wolfe, E. W., and Smith, E. V. (2007). Instrument development tools and activities for measure validation using Rasch models: Part I – Instrument development tools. Journal of Applied Measurement, 8, 97-123.
26. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329-339.
27. Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, (pp. 13–39). San Diego: Academic.
28. Zimmerman, B., & Schunk, D. (2001). Self-regulated learning and academic achievement (2nd ed.). Mahwah, NJ: Erlbaum.
29. Zimmerman, B.J., & Schunk, D.H. (2008). Motivation: An essential dimension of selfregulated learning. In D.H. Schunk & B.J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Boca Raton, FL: Erlbaum/Tay