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

Objetivos de desarrollo sostenible

Resumen

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: interpersonal skills, group processing, positive interdependence, promotive interaction, and individual accountability. Novel bifactor exploratory structural equation modelling (B-ESEM) was used. Results showed well-defined factors corresponding to a-priori expectations and a G-factor, a cooperation global factor.

Referencias bibliográficas

  • Allen, E. I., & Seaman, C. A. (2007). Likert scales and data analyses. Quality Progress, 40(7), 64-65.
  • Bollen, K. A. (1989). Structural Equations with latent variables. Wiley and Sons.
  • Bay, E., & Çetin. B. (2012). birli i süreci ölçe i ( SÖ) geli tirilmesi. Uluslararası nsan Bilimleri Dergisi, 9(1), 1064-1075.
  • Centre for the Study of Learning and Performance. (1998). The Cooperative Learning Implementation Questionnaire. Concordia University. https:// www.concordia.ca/content/dam/artsci/research/cslp/docs/cliq.pdf
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464- 504. https://doi.org/10.1080/10705510701301834
  • Domínguez-Lara, S. A., & Rodríguez, A. (2017). Índices estadísticos de modelos bifactor. Interacciones, 3(2), 59-65. https://doi. org/10.24016/2017.v3n2.51
  • Eysenbach, G. (2004). Improving the quality of web-surveys: The Checklist for Reporting Results of Internet E-Surveys (CHERRIES). Journal of Medical Internet Research, 6(3), e-34. https://doi.org/10.2196/ jmir.6.3.e34
  • Fernandez-Rio, J., Cecchini, J. A., Mendez-Gimenez, A., Mendez-Alonso, D., & Prieto, J. A. (2017). Design and validation of a questionnaire to assess cooperative learning in educational contexts. Anales de Psicología, 33(3), 680-688. https://doi.org/10.6018/analesps.33.3.251321
  • Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54. https://doi. org/10.14221/ajte.2016v41n3.3
  • Hijzen, D., Boekaerts, M., & Vedder, P. (2006). The relationship between the quality of cooperative learning, students’ goal preferences, and perceptions of contextual factors in the classroom. Scandinavian
  • Howard, J., Gagné, M., Morin, A. J. S., Wang, Z. N., & Forest, J. (2018). Using bifactor exploratory structural equation modeling to test for a continuum structure of motivation. Journal of Management, 44(7), 2638-2644. https://doi.org/10.1177/0149206316645653
  • Johnson, D. W., & Johnson, R. T. (1983). Social interdependence and perceives academic and personal support in the classroom. The Journal of Psychology, 120(1), 77-82. https://doi.org/10.1080/00224545.1983. 9712012
  • Johnson, D. W, & Johnson, R. T. (2002). Learning together and alone: Overview and metaanalysis. Asia Pacific Journal of Education, 22(1), 95-105. https://doi.org/10.1080/0218879020220110
  • Johnson, D. W. & Johnson, R. T. (2014). Cooperative learning in 21st century. Annals of Psychology, 30(3), 841-851. https://doi.org/10.6018/ analesps.30.3.201241
  • Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2013). Cooperation in the classroom (9th ed.). Interaction Book Company.
  • Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología/Annals of Psychology, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
  • Marsh, H., Hau, K.-T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis testing approaches to cutoff values for fit indexes and dangers in overgeneralizing Hu & Bentler’s (1999). Structural Equation Modeling, 11(3), 320-341. https://doi.org/10.1207/ s15328007sem1103_2
  • Marsh, H., Morin, A., Parker, P., & Kaur, G. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology, 10, 85-110. https://doi.org/10.1146/annurev-clinpsy-032813-153700
  • McAbee, S., Oswald, F., & Connelly, B. (2014). Bifactor models of personality and college student performance: A broad versus narrow view. European Journal of Personality, 26, 604-619. https://doi.org/10.1002/ per.1975
  • Morgan, G. B., Hodge, K. J., Wells, K. E., & Watkins, M. W. (2015). Are fit indices biased in favor of bi-factor models in cognitive ability research? A comparison of fit in correlated factors, higher-order, and bi-factor models via Monte Carlo simulations. Journal of Intelligence, 3(1), 2-20. https://doi.org/10.3390/jintelligence3010002
  • Morin, A. J. S., Arens, A., & Marsh, H. (2016). A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality. Structural
  • Equation Modeling, 23(1), 116-139. https://doi.org/10.1080/10705511. 2014.961800
  • Muñiz, J., Elosua, P., & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los tests: segunda edición. Psicothema, 25(2), 151-157.
  • Muthén, L. K., & Muthén, B. O. (2014). Mplus user’s guide. Muthén & Muthén.
  • Nopembri, S., Sugiyama, Y., Saryono, & Rithaudin, A. (2019). Improving stress coping and problem-solving skills of children in disaster-prone area through cooperative physical education and sports lesson. Journal of Human Sport and Exercise, 14(1), 185-194. https://doi.org/10.14198/ jhse.2019.141.15
  • Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022- 0663.82.1.33
  • Reise, S. P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47(5), 667-696. https://doi.org/10.1 080/00273171.2012.715555
  • Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016). Evaluating bifactor models: Calculating and interpreting statistical indices. Psychological Methods, 21(2), 137-150. https://doi.org/10.1037/met0000045
  • Roeser, R. W., Midgley, C, & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422. https:// doi.org/10.1037/0022-0663.88.3.408
  • Roseth, C., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223-246. https://doi.org/10.1037/0033- 2909.134.2.223
  • Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Annals of Psychology, 30(3), 785-791. https:// doi.org/10.6018/analesps.30.3.201201
  • Vallerand, R. J., Fortier, M. N., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational profile of high school dropout. Journal of Personality and Social Psyhcology, 72(5), 1161-1176. https://doi.org/10.1037/0022-3514.72.5.1161
  • Veenman, S., Benthum, N., Bootsma, D., Dieren, J., & Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18(1), 87-103. https://doi.org/10.1016/S0742- 051X(01)00052-X
Fuente de los datos: Dialnet