Cooperative learning and approach goals in physical educationThe discriminant role of individual accountability

  1. Sergio Rivera Pérez 1
  2. Benito León del Barco 1
  3. Jerónimo J. González Bernal 2
  4. Damián Iglesias Gallego 1
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2021

Volume: 26

Issue: 1

Pages: 78-85

Type: Article

DOI: 10.1016/J.PSICOE.2020.11.001 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Abstract

The aim of the present study is two-fold: (a) to analyze whether the cooperative learning (CL) factors discriminate the different approach goals of the 3 × 2 achievement goals model and, consequently, (b) to assess the role that can play educational stage. A total of 1292 students participate (660 men and 632 women) belonging to the educational stages of primary (580), secondary (531) and baccalaureate (181), with ages between 10 and 19 years (M = 13.05, SD = 2.45). The CAC and CML 3 × 2-EF questionnaires are administered as data collection instruments. The results of the discriminant analysis have shown that the cooperative learning factors are predictors of the approach goals, highlighting the individual responsibility factor for the task-approach goals (TAG) and self-approach goals (SAG), this being the least discriminant for the other-approach goals (OAG). In addition, the results of the decision tree analysis indicate that in primary education, secondary education and baccalaureate, the students with the highest level in TAG and SAG are those that score the highest in individual responsibility. These findings reflect the importance of individual responsibility so that physical education students show more adaptive patterns such as TAG and SAG.

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