Development of Collaboration Scenario-Based Scale for Emotion Regulation
This paper reports the development of Collaboration Scenario-Based Scale for Emotion Regulation by improving scenarios and establishing new rubrics from both socio-emotional and socio-cognitive perspective. We created four scenarios where students as group participants had to solve challenges in collaboration. To testify the scenarios and the rubrics, students’ scores were compared with students’ responses to the original questionnaire. Two hundred and seven university freshmen participated in this study. Cluster analysis revealed that both methods identified similar group characteristics. However, the categorization was not similar to each other. The cross tabulation showed that students recognized and reacted the conflict at the lower level in CSSER compared with the original questionnaire. Results suggest that the scenario-based approach would provide educators with more detailed profiles of students’ metacognitive knowledge and skills of their collaboration.