Validation of the Cooperative Learning Scale and Cooperation Global Factor Using Bifactor Structural Equation Modelling
Cooperative learning has been found to be more productive in academic, personal, and social variables than individualistic or competitive settings, but there is a lack of adequate assessment instruments. The goals of the study were two: a) adapt and validate the existing Cooperative Learning Scale Spanish version for English-speaking secondary education contexts and b) obtain a cooperation global factor. A total of 778 secondary education students, within the 11-15 age range, enrolled in five different schools in Wales (year seven = 301, year eight = 276, year nine = 201) participated in the study. The original instrument, designed and validated for Spanish contexts, underwent a process of double debugging: a) experts trial and b) pilot study. The Cooperative Learning Scale English version included five factors with three items each: interpersonalskills, group processing, positive interdependence, promotive interaction, and individual accountability. Novel bifactorexploratory structural equation modelling (B-ESEM) was used. Results showed well-defined factors corresponding toa-priori expectations and a G-factor, a cooperation global factor.
History
Published in
Psicología EducativaPublisher
Colegio Oficial de la Psicología de MadridVersion
- VoR (Version of Record)
Electronic ISSN
1135-755XCardiff Met Affiliation
- Cardiff School of Sport and Health Sciences
Cardiff Met Authors
Kevin MorganCardiff Met Research Centre/Group
- Sport Coaching
Copyright Holder
- © The Publisher
Language
- en