The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks

Rubrics and scripts are tools that can promote self-assessment. Although similar, rubrics and scripts differ in the metacognitive processes they support, their cognitive demands, how students use them and their focus. While there is ample evidence of the positive effects of rubrics, there is less re...

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Detalles Bibliográficos
Autores: Fraile, Juan, Gil Izquierdo, María, Medina Moral, Eva
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/715037
Acceso en línea:http://hdl.handle.net/10486/715037
https://dx.doi.org/10.1080/02602938.2023.2236335
Access Level:acceso abierto
Palabra clave:Rubric
Script
Self-assessment
Self-regulated learning
Economía
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spelling The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasksFraile, JuanGil Izquierdo, MaríaMedina Moral, EvaRubricScriptSelf-assessmentSelf-regulated learningEconomíaRubrics and scripts are tools that can promote self-assessment. Although similar, rubrics and scripts differ in the metacognitive processes they support, their cognitive demands, how students use them and their focus. While there is ample evidence of the positive effects of rubrics, there is less research on the impact of scripts and their use in collaborative tasks. We aimed to compare the effects of rubrics and scripts on self-regulation, self-efficacy, academic performance and students’ perceptions when used in group tasks on econometrics. A total of 134 university students participated in a quasi-experiment under three conditions (rubrics, scripts, control). Positive effects on self-regulation were found for the experimental groups, and a positive impact on self-efficacy only for the rubric group. Additionally, as previous academic performance differed among conditions, difference-in-differences analysis was employed. In the rubric condition, the students that started from very high levels of academic achievement benefited more from using the rubric. In contrast, in the script condition, it was the students with intermediate or high levels of academic performance who experienced the greatest benefits from employing the scriptUniversidad Autónoma de Madrid, Call Teaching Innovation Projects 2017/18, Reference number CEE_018.17_ IMP. Spanish National R+D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), reference number: PID2019-108982GB-I00.RoutledgeDepartamento de Economía AplicadaFacultad de Ciencias Económicas y Empresariales20232023-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/715037https://dx.doi.org/10.1080/02602938.2023.2236335reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7150372026-06-23T12:46:27Z
dc.title.none.fl_str_mv The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
title The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
spellingShingle The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
Fraile, Juan
Rubric
Script
Self-assessment
Self-regulated learning
Economía
title_short The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
title_full The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
title_fullStr The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
title_full_unstemmed The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
title_sort The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
dc.creator.none.fl_str_mv Fraile, Juan
Gil Izquierdo, María
Medina Moral, Eva
author Fraile, Juan
author_facet Fraile, Juan
Gil Izquierdo, María
Medina Moral, Eva
author_role author
author2 Gil Izquierdo, María
Medina Moral, Eva
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Economía Aplicada
Facultad de Ciencias Económicas y Empresariales
dc.subject.none.fl_str_mv Rubric
Script
Self-assessment
Self-regulated learning
Economía
topic Rubric
Script
Self-assessment
Self-regulated learning
Economía
description Rubrics and scripts are tools that can promote self-assessment. Although similar, rubrics and scripts differ in the metacognitive processes they support, their cognitive demands, how students use them and their focus. While there is ample evidence of the positive effects of rubrics, there is less research on the impact of scripts and their use in collaborative tasks. We aimed to compare the effects of rubrics and scripts on self-regulation, self-efficacy, academic performance and students’ perceptions when used in group tasks on econometrics. A total of 134 university students participated in a quasi-experiment under three conditions (rubrics, scripts, control). Positive effects on self-regulation were found for the experimental groups, and a positive impact on self-efficacy only for the rubric group. Additionally, as previous academic performance differed among conditions, difference-in-differences analysis was employed. In the rubric condition, the students that started from very high levels of academic achievement benefited more from using the rubric. In contrast, in the script condition, it was the students with intermediate or high levels of academic performance who experienced the greatest benefits from employing the script
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/715037
https://dx.doi.org/10.1080/02602938.2023.2236335
url http://hdl.handle.net/10486/715037
https://dx.doi.org/10.1080/02602938.2023.2236335
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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