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...

ver descrição completa

Detalhes bibliográficos
Autores: Fraile Ruiz, Juan, Gil-Izquierdo, María, Medina-Moral, Eva
Formato: artículo
Fecha de publicación:2023
País:España
Recursos:Universidad Francisco de Vitoria
Repositorio:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
Idioma:inglés
OAI Identifier:oai:ddfv.ufv.es:10641/4127
Acesso em linha:https://hdl.handle.net/10641/4127
Access Level:acceso abierto
id ES_b99224d7ec2f313bc84bf47fc0e36e3b
oai_identifier_str oai:ddfv.ufv.es:10641/4127
network_acronym_str ES
network_name_str España
repository_id_str
spelling The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks.Fraile Ruiz, JuanGil-Izquierdo, MaríaMedina-Moral, EvaRubrics 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.20232023-01-0120232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501SMURhttp://purl.org/coar/version/c_71e4c1898caa6e32info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10641/4127reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoriainstname:Universidad Francisco de VitoriaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:ddfv.ufv.es:10641/41272026-06-11T12:44:57Z
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 Ruiz, Juan
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 Ruiz, Juan
Gil-Izquierdo, María
Medina-Moral, Eva
author Fraile Ruiz, Juan
author_facet Fraile Ruiz, 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
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
2023
2023-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
SMUR
http://purl.org/coar/version/c_71e4c1898caa6e32
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10641/4127
url https://hdl.handle.net/10641/4127
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
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
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
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
instname:Universidad Francisco de Vitoria
instname_str Universidad Francisco de Vitoria
reponame_str DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
collection DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869417784442617856
score 15,300724

Registos relacionados