Learning Cooperation Management Scale in Classroom

被引：2

作者：

Sanchez-Miguel, Pedro ^{[1
]}

Mendo-Lazaro, Santiago ^{[2
]}

Barco, Benito ^{[2
]}

Amado, Diana ^{[3
]}

Iglesias-Gallego, Damian ^{[1
]}

机构：

[1] Univ Extremadura, Fac Formac Prof, Ciencias Deporte, Dept Didact Expres Mus Plast & Corporal, Ave Univ S-N, Caceres 10071, Spain

[2] Univ Extremadura, Fac Formac Prof, Psicol, Dept Psicol & Antropol, Ave Univ S-N, Caceres 10071, Spain

[3] Univ Rey Juan Carlos, Ctr Estudios Deporte, Ciencias Deporte, Area Educ Fis, Avda Atenas S-N, Madrid 28922, Spain

来源：

REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA | 2020年 / 3卷 / 56期

关键词：

teachers; teaching; cooperative learning; psychometrics properties; SOCIAL INTERDEPENDENCE; INDEXES;

D O I：

10.21865/RIDEP56.3.05

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

The aim of this research was to validate the management of cooperative learning scale in a sample size of teachers from Primary and Secondary schools in Spain. The sample was composed of 376 teachers belonged to Childhood (n=136), Primary (n=159) and Secondary (n=71) schools, both male (n=110) and female (n=266), from public (n=269), state (n=106) and private (n=1) schools from the Region of Extremadura. Results showed that the instrument had an adequate factorial validity and internal consistency, revealing a structure of 3 factors: Design, Follow-Up and Evaluation. Finally, this work gives empiric evidences that the management of cooperative learning scale is valid and reliable to examine these behaviors in Spanish teachers.

引用

页码：59 / 71

页数：13

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