ScholarWorks@숙명여자대학교

초록

Disagreements among learners in their opinions in academic situations cause sociocognitive conflict. The way of regulating sociocognitive conflict has different effects on the learners’ academic and cognitive development. Although sociocognitive conflict regulation is an important learning-related construct that often occurs in learning settings, it has not yet been introduced in South Korea. The relevant measurement tool has not yet been validated, as well. Therefore, this study validates the scale of sociocognitive conflict regulation for college students in Korea by translating the scale validated for college students in the United States. Using two distinct samples, the sociocognitive conflict regulation scale’s factor structure was examined, and the scale was validated by testing the relations between different types of sociocognitive conflict regulation and relevant variables. To confirm the validity and reliability of the scale’s items, the data collected from 312 college students in the capital area, including Seoul and Gyeonggi, were analyzed in Study 1 and those collected from 271 students of four universities in Seoul, Chungcheong, Gyeongbuk, and Busan were analyzed in Study 2. Both Study 1 and Study 2 supported the 12-item 4-factor structure (constructive, concurrence-seeking, competitive, and protective regulation) through confirmatory factor analysis, and each regulation type showed acceptable reliabilities (Cronbach’s alpha values > .64). Regarding criterion validity, not all the findings of Study 1 and Study 2 were consistent; however, these findings generally supported theoretical hypotheses. Specifically, each type of sociocognitive conflict regulation showed differentiated patterns of correlations with competence and social interdependence (cooperative and competitive attitudes). Study 2 additionally involved the investigation of the relations between conflict regulation and achievement goals (mastery, performance-approach, and performance-avoidance goals), and the results strengthened the scale’s validity by showing consistent patterns of prior findings. The current findings confirmed the possibility of cross-validity and generalization of the scale toward new samples by testing the scale validation for two distinct samples in South Korea. Hence, we expect the sociocognitive conflict regulation scale to be actively used for Korean college students in the future.

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