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

Revue:
Psicología educativa

ISSN: 1135-755X

Année de publication: 2022

Volumen: 28

Número: 2

Pages: 91-97

Type: Article

DOI: 10.5093/PSED2021A2 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Psicología educativa

Objectifs de Développement Durable

Résumé

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.

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