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Validation of the Cooperative Learning Scale and Cooperation Global Factor Using Bifactor Structural Equation Modelling

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journal contribution
posted on 10.06.2022, 14:46 authored by Javier Fernandez-Rio, José A. Cecchini, Kevin Morgan, Antonio Méndez-Giménez, Rhys Lloyd

 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 Educativa

Publisher

Colegio Oficial de la Psicología de Madrid

Version

VoR (Version of Record)

Electronic ISSN

1135-755X

Cardiff Met Affiliation

  • Cardiff School of Sport and Health Sciences

Cardiff Met Authors

Kevin Morgan

Cardiff Met Research Centre/Group

  • Sport Coaching

Copyright Holder

© The Publisher

Language

en

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