Psychometric Properties of the Greek Version of the Feelings Toward Group Work Questionnaire
Abstract
The present study examined the psychometric properties (factor structure, internal and test-retest reliability, convergent and criterion-related validity, social desirability effect, and experimental validity) of the Greek version of the Feelings Toward Group Work questionnaire. Results from exploratory and confirmatory factor analyses showed a clear three-factor structure, identical with the English version. Also, the results showed adequate internal and test-retest reliability, predicted correlations with self- and peer ratings of the Multisource Assessment of Children Social Competence, nonsignificant correlations with Social Desirability Scale, and significant pre- and posttest differences from the application of a cooperative learning program. Overall, the results showed that the Greek version of the scale is a valid and reliable instrument that can be used for research in cooperative learning with Greek samples.
References
1984). A life-skills taxonomy: Defining elements of effective functioning through the use of the Delphi technique. Unpublished doctoral dissertation, The University of Georgia, Athens, USA.
(2002). Cognitive and psychological factors underlying secondary school students’ feelings toward group work. Educational Psychology, 22, 75–91.
(1994). Restructuring the classroom. Conditions for productive small groups. Review of Educational Research, 64, 1–35.
(1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349–354.
(1991). Scale development: Theory and applications. London: Sage.
(2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56, 226–240.
(1996). Attitudes toward work in project groups as predictors of academic performance. Small Group Research, 27, 265–282.
(2008). The effects of a cooperative physical education program on students’ social competence. Unpublished manuscript, University of Thessaly, Trikala, Greece.
(2004). Enhancing student performance through cooperative learning in physical sciences. Assessment and Evaluation in Higher Education, 29, 63–73.
(1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
(2006). Multisource assessment of children’s social competence. Educational and Psychological Measurement, 66, 876–895.
(1990). The structural approach to cooperative learning. Educational Leadership, 47, 12–16.
(1974). An index of factorial simplicity. Psychometrica, 39, 31–36.
(2007). Development, application, and evaluation of a social skills enhancing program in physical education [
(in Greek ]. Unpublished Doctoral Dissertation, University of Thessaly, Trikala, Greece.2006). Validity and reliability of the Greek version of the Multisource Assessment of Social Competence Scale. Perceptual and Motor Skills, 103, 667–675.
(2001). Assessment of children’s social skills: Recent developments, best practices, and new directions. Exceptionality, 9, 3–18.
(1998). Social skills of children and adolescents. Conceptualization, assessment, treatment. Mahwah, NJ: Erlbaum.
(2003). Group project work with undergraduate veterinary science students. Assessment and Evaluation in Higher Education, 28, 527–538.
(2006). The role of peers and group learning. In , Handbook of educational psychology (pp. 781–802). New York: Macmillan.
(1994). Sport education. Champaign, IL: Human Kinetics.
(1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon.
(2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26, 281–302.
(1995). An investigation of undergraduate students’ feelings and attitudes toward group work and group assessment. Research and Development in Higher Education, 28, 616–623.
(