Validation of the cooperative learning scale and cooperation global factor using bifactor structural equation modelling

  1. Javier Fernandez-Rio 1
  2. José A. Cecchini 1
  3. Kevin Morgan 2
  4. Antonio Mendez-Gimenez 1
  5. Rhys Lloyd 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Cardiff Metropolitan University
    info

    Cardiff Metropolitan University

    Cardiff, Reino Unido

    ROR https://ror.org/00bqvf857

Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2022

Volumen: 28

Número: 2

Páginas: 91-97

Tipo: Artículo

DOI: 10.5093/PSED2021A2 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

Se ha comprobado que el aprendizaje cooperativo es más productivo que el individualista o el competitivo en variables académicas, personales y sociales, pero hay una carencia de instrumentos de evaluación adecuados. Los objetivos del estudio fueron dos: a) validar la Escala de Aprendizaje Cooperativo de cinco factores para contextos ingleses y b) obtener un factor de cooperación global. Participó un total de 778 estudiantes de secundaria, de entre 11 y 15 años de edad, matriculados en cinco centros educativos de Gales (1º ESO = 301, 2º ESO = 276, 3º ESO = 201). El instrumento original, diseñado y validado para el contexto español, sufrió un proceso de doble depuración: a) juicio de expertos y b) estudio piloto. La versión inglesa, Cooperative Learning Scale, incluía cinco factores de tres ítems cada uno: habilidades interpersonales, procesamiento grupal, interdependencia positiva, interacción promotora y responsabilidad individual. Se utilizó un modelo novedoso bifactor exploratorio de ecuaciones estructurales (B-SEM). Los resultados mostraron factores bien definidos que se correspondían con las expectativas, así como un factor-G, de cooperación global.

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Fuente de los datos: Dialnet