Development of the Social Metacognition Inventory for Online Collaborative Argumentation: Construct Validity and Reliability

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Autor/inn/en	Zheng, Xiao-Li; Gu, Xin-Yan; Lai, Wen-Hua; Tu, Yun-Fang; Hwang, Gwo-Jen; Wang, Feng
Titel	Development of the Social Metacognition Inventory for Online Collaborative Argumentation: Construct Validity and Reliability
Quelle	In: Educational Technology Research and Development, 71 (2023) 3, S.949-971 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10220-5
Schlagwörter	Metacognition; Content Validity; Cooperative Learning; Undergraduate Students; Student Attitudes; Social Psychology; Persuasive Discourse; Distance Education; Computer Mediated Communication; Measures (Individuals); Interpersonal Relationship; Intercultural Communication; Emotional Response; Social Cognition; Factor Analysis; Pandemics; COVID-19; Cross Cultural Studies; Construct Validity; Foreign Countries; International Cooperation; Educational Cooperation; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Schülerverhalten; Sozialpsychologie; Persuasion; Persuasive Kommunikation; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Messdaten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interkulturelle Kommunikation; Emotionales Verhalten; Soziale Kognition; Faktorenanalyse; Cultural comparison; Kulturvergleich; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation
Abstract	At present, with the rapid development of the internet and the gradual promotion of online collaborative learning, the social regulation of learning is receiving increasing attention, which involves socially shared metacognition, one facet of social metacognition. To date, social regulation of learning or socially shared metacognition have been widely studied using qualitative approaches. Although a variety of scales have been developed to measure metacognition in traditional individual learning, little work has been done to develop a scale to measure social metacognition in collaborative learning contexts. This study originally developed a social metacognition inventory consisting of 24 indicators by referring to the literature for assessing beliefs of other persons (BOP), awareness of other persons' thinking (AOPT), judgment of other persons' emotions (JOPE), co-regulation of each other's thinking (CREOT), and evaluation of other persons' thinking (EOPT). After EFA using 218 undergraduates' questionnaires of social metacognition in collaborative argumentation on a social psychological issue from a Sino-Foreign Cooperative Educational Institution, 17 indicators showed good factorability and reliability. After CFA using another 300 questionnaires on social metacognition in collaborative argumentation about the pandemic received from undergraduates who come from 52 countries in the International College of Education, among the 17 indicators derived from the first sample's EFA, three indicators had high correlation with others. Finally, based on the reviews of three experts, these three indicators were deleted. The remaining 14 indicators formed good construct validity with acceptable convergent and discriminant validities. In addition, the multi-group invariance test demonstrated that the structural model of the Social Metacognition Inventory has better configural invariance, which indicates that it can be generalized to other online collaborative argumentation contexts. The Social Metacognition Inventory can be used to quantify social metacognition in online collaborative argumentation when administering a large-scale experiment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01