Collaboration Scenario-based Scale for Emotion Regulation: Measuring Learners’ Agency to Regulate Own, Others’ and Group Emotions
Abstract: We report our preliminary attempt to develop a new interview instrument for evaluating university students’ knowledge and skills in collaborative learning. By combining point-scale items in Adaptive Instrument for Regulation of Emotions (AIRE) with Collaboration Scenario-based Scale for Emotion Regulation (CSSER), we could identify students’ metacognitive knowledge of socio-emotional situation and self in the situation, and regulatory strategies seen in discourse as emotional agency. Correlational analysis and ANOVA of the scores revealed that the two types of metacognitive knowledge might be related to each other in a dynamic way and that students used less quality of regulatory strategies compared with the level of their metacognitive knowledge.