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

• Javier Fernandez-Rio ^[1] ; José A. Cecchini ^[1] ; Kevin Morgan ^[2] ; Antonio Mendez-Gimenez ^[1] ; Rhys Lloyd ^[2]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] Cardiff Metropolitan University

     Cardiff Metropolitan University

     Castle, Reino Unido

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 28, Nº. 2, 2022, págs. 91-97
• Idioma: inglés
• DOI: 10.5093/psed2021a2
• Títulos paralelos:
  • La validación de la escala de aprendizaje colaborativo y del factor de cooperación global usando el modelo bifactorial de ecuaciones estructurales
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    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.

  • English

    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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