Construction and Validation of a Measurement Instrument for Attitudes towards Teamwork

Mendo-Lázaro, Santiago; Río, María Isabel Polo del; Gallego, Damián Iglesias; Castaño, Elena Felipe; Barco, Benito León del

doi:10.3389/fpsyg.2017.01009

Cited by 22 publications

(17 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When there is no kind of control over the team members’ participation, some students can dominate interventions and contributions, while others contribute nothing. This can lead to negative attitudes toward teamwork that make the group dynamics more complicated (Mendo et al, 2017). …”

Section: Discussionmentioning

confidence: 99%

Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved

et al. 2018

Self Cite

View full text Add to dashboard Cite

The cooperative methodology provides an opportunity for university students to develop interpersonal, social, and teamwork competences which can be decisive in their professional and social success. The research described here examines the influence of cooperative learning on the social skills necessary for teamwork. Furthermore, it analyses whether the continued use of this type of learning, the type of group, the basic social skills for teamwork, or the academic level of the students, influence their efficacy. To do so, we have designed a research project of a quasi-experimental kind with a pre-test, a post-test, and a control group, in which 346 university undergraduate students studying degrees in Infant and Primary Education completed self-report surveys about behavior patterns in social skills concerning self-assertion and the reception and imparting of information in teamwork situations. The results show that cooperative learning in university classrooms is effective as a method for developing the social skills necessary for teamwork, as well as the relevance of the control over the number of students in a group, the basic social skills, or the academic level of the students, as relevant factors related with efficacy; where continuity over time in the use of the cooperative methodology is what marks the greatest differences in the development of the social skills necessary for teamwork. It is important to stress that when students are asked to work autonomously in teams, with the aim of favoring the development of social skills, they should be given adequate structures that can guarantee the minimum conditions of participation, so as to allow a proper development of the said social skills.

show abstract

Section: Discussionmentioning

confidence: 99%

Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…Furthermore, when they ask questions, they learn how to obtain information to enhance their own understanding of a topic [29]. Evidence found in the literature suggests that greater classroom participation could help motivate students, support their learning, improve their communication skill, and promote higher-order thinking skills [30]. It must also be emphasized that classroom participation is not only important for the communication between students and the teacher but also vital for the communication between students and their peers.…”

Section: Finding and Discussionmentioning

confidence: 99%

Students' Computational Thinking Skill through Cooperative Learning Based on Hands-on, Inquiry-based, and Student-centric Learning Approaches

Saad¹

2020

ujer

View full text Add to dashboard Cite

Of late, computational thinking (CT) has received a great deal of attention from scholars and educators, given its immense potential in nurturing students' problem-solving skills, which are the type of skills highly needed in today's technology-driven era. For example, in Malaysia, a number of efforts have been pursued to develop strong computational thinking among school students through the implementation of learning activities that nurture such a skill in most of the school subjects. However, previous studies have shown that teachers have a low understanding and misconception about the concept of computational thinking, which could derail such efforts. Furthermore, the lack of studies focusing on motivating students to actively participate in the learning process is further compounding such a predicament. Premised on this context, this study was carried out to examine the impact of cooperative learning on the development of CT skill among a group of 25 Year-3 students, aged 9, which was carried out based on three learning approaches, namely student-centric, hands-on, and inquiry-based approaches. Through such learning, which took place at one private school located in Selangor, Malaysia, the students learned four learning concepts related to a topic of a science subject. In this study, the researcher played the role of a teacher by teaching these students the learning concepts using a lesson plan designed based on the three learning approaches. The methodology used to collect data was based on a class observation and an interview with the science teacher. The analysis of the qualitative data revealed that students were highly engaged and participative in the learning process and were able to learn the scientific concepts of the subject matter with greater efficacy, which was indicative of their improved CT skill. As such, these findings underscore the imperative of developing and nurturing computational thinking among students, with which students would be able to solve complex problems more effectively

show abstract

“…To avoid the problems that underlie group work, instructors should, on the one hand, keep up to date with methodologies that favor cooperation among peers and, on the other, advise their students about how to acquire the necessary social skills for teamwork, for instance: active listening, assertiveness, expressing opinions, arguments, criticism, and praise (Rodríguez and Ridao, 2014; León et al, 2015). Other elements to be taken into account are the composition of the team, its cohesion, the group-class atmosphere, conflict management, the group’s beliefs concerning the perception and effectiveness of their performance, how the task has been designed and interdependence (León et al, 2017, 2018), evaluation (Beigi and Shirmohammadi, 2012), and attitudes toward teamwork (Mendo et al, 2017). Similarly, we also believe that the goals students pursue when working in teams is a relevant variable that may condition the group’s success.…”

Section: Introductionmentioning

confidence: 99%

“…There is clear evidence of a relationship between the expectations of team performance and attitudes toward teamwork, especially with regard to social and affective attitudes. Both motivational variables – team potency and attitudes toward learning teams – are related to group efficacy (Castelló, 1998; León et al, 2017; Mendo et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

University Student’s Academic Goals When Working in Teams: Questionnaire on Academic Goals in Teamwork, 3 × 2 Model

et al. 2019

Self Cite

View full text Add to dashboard Cite

Group work is a very common practice in higher education when it comes to developing key competences for students’ personal and professional growth. The goals that students pursue when working in teams determine how they organize and regulate their behavior and how they approach the tasks. The academic goals are a relevant variable that can condition the success of the group, as they guide and direct the students toward involvement in the task, the effort they make, and the desire to increase their academic competence, and their learning. Thus, the need arises to create new evaluation instruments to help us understand the importance of academic goals when students work as a team. The purpose of this paper is to corroborate the construct validity of the questionnaire on teamwork learning goals (QTLG) based on the achievement goal questionnaire (3 × 2 AGQ) of Elliot et al. (2011) in the context of teamwork, and to determine if the model 3 × 2 offers a better fit to the data than other models, such as: 2 × 2; Trichotomous; Definition; Valence, among others. The results obtained from a sample of 700 students from 6 Spanish universities confirm that, in the context of teamwork, the 3 × 2 model fits the data better than the rest of the models subjected to confirmatory analysis, with contrasting evidence of validity and reliability. Therefore, we considered it a useful instrument for studying motivation in the group work context. The QTLG has practical applications, allowing us to explore in detail the academic goals of university students.

show abstract

Construction and Validation of a Measurement Instrument for Attitudes towards Teamwork

Cited by 22 publications

References 32 publications

Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved

Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved

Students' Computational Thinking Skill through Cooperative Learning Based on Hands-on, Inquiry-based, and Student-centric Learning Approaches

University Student’s Academic Goals When Working in Teams: Questionnaire on Academic Goals in Teamwork, 3 × 2 Model

Contact Info

Product

Resources

About